Brain activity and cognition: a connection from thermodynamics and information theory

Science.gov (United States)

Collell, Guillem; Fauquet, Jordi

2015-01-01

The connection between brain and mind is an important scientific and philosophical question that we are still far from completely understanding. A crucial point to our work is noticing that thermodynamics provides a convenient framework to model brain activity, whereas cognition can be modeled in information-theoretical terms. In fact, several models have been proposed so far from both approaches. A second critical remark is the existence of deep theoretical connections between thermodynamics and information theory. In fact, some well-known authors claim that the laws of thermodynamics are nothing but principles in information theory. Unlike in physics or chemistry, a formalization of the relationship between information and energy is currently lacking in neuroscience. In this paper we propose a framework to connect physical brain and cognitive models by means of the theoretical connections between information theory and thermodynamics. Ultimately, this article aims at providing further insight on the formal relationship between cognition and neural activity. PMID:26136709

Intercorporeality as a theory of social cognition.

Science.gov (United States)

Tanaka, Shogo

2015-08-01

The main aim of this article is to revisit Merleau-Ponty's notion of intercorporeality (intercorporéité) and elaborate it as a new theory of social cognition. As is well known, theory of mind has been the central issue in the field of social cognition for more than two decades. In reviewing the basic concepts involved in two major theories (theory theory and simulation theory), I make clear that both theories have been missing the embodied dimension because of their mind-body dualistic supposition. The notion of intercorporeality, in accordance with the recent interaction theory, stresses the role of embodied interactions between the self and the other in the process of social understanding. I develop this notion into two directions and describe the related process of social cognition: one is behavior matching and primordial empathy, the other is interactional synchrony and the sense of mutual understanding. Through these embodied interactions, intersubjective meanings are created and directly shared between the self and the other, without being mediated by mental representations.

Comparison of Attachment theory and Cognitive-Motivational Structure theory.

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Malerstein, A J

2005-01-01

Attachment theory and Cognitive-Motivational Structure (CMS) are similar in most respects. They differ primarily in their proposal of when, during development, one's sense of the self and of the outside world are formed. I propose that the theories supplement each other after about age seven years--when Attachment theory's predictions of social function become unreliable, CMS theory comes into play.

Cognitive load measurement as a means to advance cognitive load theory

NARCIS (Netherlands)

Paas, F.; Tuovinen, J.E.; Tabbers, H.; van Gerven, P.W.M.

2003-01-01

This paper discusses cognitive load measurement techniques with regard to their contribution to cognitive load theory (CLT). CLT is concerned with the design of instructional methods that efficiently use people's limited cognitive processing capacity to apply acquired knowledge and skills to new

Beck's cognitive theory and the response style theory of depression in adolescents with and without mild to borderline intellectual disability.

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Weeland, Martine M; Nijhof, Karin S; Otten, R; Vermaes, Ignace P R; Buitelaar, Jan K

2017-10-01

This study tests the validity of Beck's cognitive theory and Nolen-Hoeksema's response style theory of depression in adolescents with and without MBID. The relationship between negative cognitive errors (Beck), response styles (Nolen-Hoeksema) and depressive symptoms was examined in 135 adolescents using linear regression. The cognitive error 'underestimation of the ability to cope' was more prevalent among adolescents with MBID than among adolescents with average intelligence. This was the only negative cognitive error that predicted depressive symptoms. There were no differences between groups in the prevalence of the three response styles. In line with the theory, ruminating was positively and problem-solving was negatively related to depressive symptoms. Distractive response styles were not related to depressive symptoms. The relationship between response styles, cognitive errors and depressive symptoms were similar for both groups. The main premises of both theories of depression are equally applicable to adolescents with and without MBID. The cognitive error 'Underestimation of the ability to cope' poses a specific risk factor for developing a depression for adolescents with MBID and requires special attention in treatment and prevention of depression. WHAT THIS PAPER ADDS?: Despite the high prevalence of depression among adolescents with MBID, little is known about the etiology and cognitive processes that play a role in the development of depression in this group. The current paper fills this gap in research by examining the core tenets of two important theories on the etiology of depression (Beck's cognitive theory and Nolen-Hoeksema's response style theory) in a clinical sample of adolescents with and without MBID. This paper demonstrated that the theories are equally applicable to adolescents with MBID, as to adolescents with average intellectual ability. However, the cognitive bias 'underestimation of the ability to cope' was the only cognitive error

PEMBELAJARAN BERBANTUAN MULTIMEDIA BERDASARKAN COGNITIVE LOAD THEORY PADA PELAJARAN MATEMATIKA SD

Directory of Open Access Journals (Sweden)

Rissa Prima Kurniawati

2016-11-01

Full Text Available Multimedia is media that combine two or more elements are composed of text, graphics, images, photographs, audio, video, and animation are integrated. In multimedia-assisted learning, students are given the opportunity to learn not only of learning resources such as teachers, but give the opportunity to students to develop better cognitive, creative, and innovative. Cognitive Load Theory is a theory that was introduced as a teaching theory based on the knowledge of human cognitive architecture that we have. The main principle of Cognitive Load Theory is the quality of learning is enhanced if attention is concentrated on the role and limitations of working memory. Three cognitive load in working memory, which is intrinsic cognitive load, Germany cognitive load, and extraneous cognitive load.   Keywords: Multimedia, Cognitive Load Theory, intrinsic cognitive load, Germany cognitive load, and extraneous cognitive load.

Pathway to Efficacy: Recognizing Cognitive Behavioral Therapy as an Underlying Theory for Adventure Therapy.

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Gillen, Mark C.

2003-01-01

Adventure therapy and cognitive behavioral therapy share elements, including transformation of distorted thinking patterns, a focus on current and future functioning, consideration of the counselor-client relationship, and the use of stress in the change process. Recognizing cognitive behavioral therapy as an empirically sound theory underlying…

An information theory account of cognitive control.

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Fan, Jin

2014-01-01

Our ability to efficiently process information and generate appropriate responses depends on the processes collectively called cognitive control. Despite a considerable focus in the literature on the cognitive control of information processing, neural mechanisms underlying control are still unclear, and have not been characterized by considering the quantity of information to be processed. A novel and comprehensive account of cognitive control is proposed using concepts from information theory, which is concerned with communication system analysis and the quantification of information. This account treats the brain as an information-processing entity where cognitive control and its underlying brain networks play a pivotal role in dealing with conditions of uncertainty. This hypothesis and theory article justifies the validity and properties of such an account and relates experimental findings to the frontoparietal network under the framework of information theory.

An information theory account of cognitive control

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Jin eFan

2014-09-01

Full Text Available Our ability to efficiently process information and generate appropriate responses depends on the processes collectively called cognitive control. Despite a considerable focus in the literature on the cognitive control of information processing, neural mechanisms underlying control are still unclear, and have not been characterized by considering the quantity of information to be processed. A novel and comprehensive account of cognitive control is proposed using concepts from information theory, which is concerned with communication system analysis and the quantification of information. This account treats the brain as an information-processing entity where cognitive control and its underlying brain networks play a pivotal role in dealing with conditions of uncertainty. This hypothesis and theory article justifies the validity and properties of such an account and relates experimental findings to the frontoparietal network under the framework of information theory.

Cognitive load theory: Practical implications and an important challenge

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Jimmie Leppink, Ph.D.

2017-10-01

Full Text Available The field of medical education has adopted a wide variety of theories from other fields. A fairly recent example is cognitive load theory, which originated in educational psychology. Several empirical studies inspired by cognitive load theory and reviews of practical implications of cognitive load theory have contributed to guidelines for the design of medical education. Simultaneously, several research groups have developed instruments for the measurement of cognitive load in a medical education context. These developments notwithstanding, obtaining evidence for different types of cognitive load remains an important challenge. Therefore, the aim of this article is twofold: to provide medical educators with three key guidelines for the design of instruction and assessment and to discuss several fundamental issues in the remaining challenges presented by different types of cognitive load. The guidelines revolve around minimizing cognitive activity that does not contribute to learning, working with specific learning goals in mind, and appreciating the multifaceted relation between learning and assessment. Key issues around the types of cognitive load include the context in which learning occurs, the continued use of single-item mental effort ratings, and the timing of cognitive load and learning outcome measurements.

Destination Memory and Cognitive Theory of Mind in Alzheimer's Disease.

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El Haj, Mohamad; Gély-Nargeot, Marie-Christine; Raffard, Stéphane

2015-01-01

Destination memory, or the ability to remember the destination to whom a piece of information was addressed, is found to be compromised in Alzheimer's disease (AD). Our paper investigated the relationship between destination memory and theory of mind in AD since both destination memory and theory of mind are social abilities that require processing attributes of interlocutors. Mild AD participants and controls were administered tasks tapping destination memory, affective theory of mind, and 1st and 2nd order cognitive theory of mind. Relative to controls, AD participants showed compromise in destination memory and 2nd order cognitive theory of mind, but preserved performance on affective and 1st order cognitive theory of mind. Significant correlations were observed between destination memory, and 1st and 2nd order cognitive theory of mind in AD participants and controls. By demonstrating a relationship between compromises in 2nd order theory of mind and in destination memory, our work highlights links between social cognition and memory functioning in AD.

Cognitive-Behavioral Therapy. Second Edition. Theories of Psychotherapy Series

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Craske, Michelle G.

2017-01-01

In this revised edition of "Cognitive-Behavioral Therapy," Michelle G. Craske discusses the history, theory, and practice of this commonly practiced therapy. Cognitive-behavioral therapy (CBT) originated in the science and theory of classical and instrumental conditioning when cognitive principles were adopted following dissatisfaction…

Undergraduates' intentions to take a second language proficiency test: a comparison of predictions from the theory of planned behavior and social cognitive theory.

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Lin, Bih-Jiau; Chiou, Wen-Bin

2010-06-01

English competency has become essential for obtaining a better job or succeeding in higher education in Taiwan. Thus, passing the General English Proficiency Test is important for college students in Taiwan. The current study applied Ajzen's theory of planned behavior and the notions of outcome expectancy and self-efficacy from Bandura's social cognitive theory to investigate college students' intentions to take the General English Proficiency Test. The formal sample consisted of 425 undergraduates (217 women, 208 men; M age = 19.5 yr., SD = 1.3). The theory of planned behavior showed greater predictive ability (R2 = 33%) of intention than the social cognitive theory (R2 = 7%) in regression analysis and made a unique contribution to prediction of actual test-taking behavior one year later in logistic regression. Within-model analyses indicated that subjective norm in theory of planned behavior and outcome expectancy in social cognitive theory are crucial factors in predicting intention. Implications for enhancing undergraduates' intentions to take the English proficiency test are discussed.

Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives

Science.gov (United States)

Paas, Fred; van Gog, Tamara; Sweller, John

2010-01-01

Over the last few years, cognitive load theory has progressed and advanced rapidly. The articles in this special issue, which document those advances, are based on contributions to the 3rd International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The articles of this special issue on cognitive load theory discuss new…

The role of self-determination theory and cognitive evaluation theory in home education

OpenAIRE

Gina Riley

2016-01-01

This article explores the theories of Self-Determination, Cognitive Evaluation, and Intrinsic Motivation as it applies to home education. According to Self-Determination Theory, intrinsic motivation is innate. However, the maintenance and enhancement of intrinsic motivation depends upon the social and environmental conditions surrounding the individual. Deci and Ryan’s Cognitive Evaluation Theory specifically addresses the social and environmental factors that facilitate versus undermine intr...

Interpretation, Cognition: From Multivector Translation Theory To Efficient Practice

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Aleksandra Nikolaevna Usacheva

2015-12-01

Full Text Available The paper discusses Translation Studies state-of-the-art which can be described as the existence of both traditional linguistic theories and many other concepts and models of translation offered by scientists from different countries in recent decades. The authors of this paper focus on the three concepts significant for the modern Translation Studies – the Skopos Theory, the Interpretative Theory and the Cognitive Theory. The paper compares several current points of view presented by Translation Studies researchers from Russia and abroad. The differences in these views are determined by some social and cultural peculiarities of different native speakers as well as by cultural specificity of linguistic signs' semantics, hence the problem of linguistic world-image compatibility. We describe the analysis results of some conceptual components of communicative and functional approach, as well as fundamental provisions of cognitive and pragmatic approaches to the translation process interpretation. Basing on their professional activity, the authors offer proven assessment of possible usage of the theories under consideration in training will-be translators and interpreters to ensure their future practice efficiency. The article describes didactic tools summarizing the best practice of Russian and Western Translation Studies schools. It gives clear examples illustrating the possibility of using the results of high-quality multi-vector and multicultural theoretical research results in specialized university training courses.

Cognitive Hierarchy Theory and Two-Person Games

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Carlos Gracia-Lázaro

2017-01-01

Full Text Available The outcome of many social and economic interactions, such as stock-market transactions, is strongly determined by the predictions that agents make about the behavior of other individuals. Cognitive hierarchy theory provides a framework to model the consequences of forecasting accuracy that has proven to fit data from certain types of game theory experiments, such as Keynesian beauty contests and entry games. Here, we focus on symmetric two-player-two-action games and establish an algorithm to find the players’ strategies according to the cognitive hierarchy approach. We show that the snowdrift game exhibits a pattern of behavior whose complexity grows as the cognitive levels of players increases. In addition to finding the solutions up to the third cognitive level, we demonstrate, in this theoretical frame, two new properties of snowdrift games: (i any snowdrift game can be characterized by only a parameter, its class; (ii they are anti-symmetric with respect to the diagonal of the pay-off’s space. Finally, we propose a model based on an evolutionary dynamics that captures the main features of the cognitive hierarchy theory.

Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement

NARCIS (Netherlands)

T.A.J.M. van Gog (Tamara); G.W.C. Paas (Fred); J. Sweller (John)

2010-01-01

textabstractThe contributions to this special issue document some recent advances of cognitive load theory, and are based on contributions to the Third International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The contributions focus on developments in example-based learning,

Applications of Social Cognitive Theory to Gifted Education

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Burney, Virginia H.

2008-01-01

Social cognitive theory emphasizes a dynamic interactive process to explain human functioning. This theory ascribes a central role to cognitive processes in which the individual can observe others and the environment, reflect on that in combination with his or her own thoughts and behaviors, and alter his or her own self-regulatory functions…

Behavioral data requirements for translating cognitive theories into computer software algorithms

International Nuclear Information System (INIS)

Meister, D.

1992-01-01

This paper reviews the characteristics of cognitive theories and their links to behavioral science and advanced intelligent systems. Cognitive theories model human cognition, perception, and communication. They suggest the human functions the system should have, serve as a philosophical basis for system development, and provide abstract design guidelines. The underlying assumption behind this paper is that if the cognitive theories are to have any value at all, they must be translated into usable systems. A process for testing a cognitive theory in terms of conceptual criteria, behavioral predictions and tests, and software development and tests, is suggested. Criteria for measuring the problem solving success of the advanced system are described. A theory of the system as an intelligent problem solver is presented. (author)

Out of our minds: a review of sociocultural cognition theory

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Tenenberg, Josh; Knobelsdorf, Maria

2014-01-01

Theories of mind are implicitly embedded in educational research. The predominant theory of mind during the latter half of the twentieth century has focused primarily on the individual mind in isolation, context-free problem-solving and mental representations and reasoning, what we refer to as cognitivism. Over the last two decades, CS Education researchers have begun to incorporate recent research that extends, elaborates and sometimes challenges cognitivism. These theories, which we refer to collectively as sociocultural cognition theory, view minds as cultural products, biologically evolved to be extended by tools, social interaction and embodied interaction in the world. Learning, under this perspective, is viewed as tool-mediated participation in the ongoing practices of cultural communities. In this paper, we pursue three goals. First, we provide a summary of the key principles in sociocultural cognition theory, placing this theory within a historical context with respect to the cognitive theories that it extends and challenges. Second, we integrate across different but related research efforts that all fall under the sociocultural cognition umbrella, using a uniform terminology for describing ideas represented within different discourse communities. And third, we reference a number of canonical sources in sociocultural cognition theory so as to serve as an index into this diverse literature for those wanting to explore further.

The Impact of Cognitive Load Theory on Learning Astronomy

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Foster, Thomas M.

2010-01-01

Every student is different, which is the challenge of astronomy education research (AER) and teaching astronomy. This difference also provides the greatest goal for education researchers - our GUT - we need to be able to quantify these differences and provide explanatory and predictive theories to curriculum developers and teachers. One educational theory that holds promise is Cognitive Load Theory. Cognitive Load Theory begins with the well-established fact that everyone's working memory can hold 7 ± 2 unique items. This quirk of the human brain is why phone numbers are 7 digits long. This quirk is also why we forget peoples’ names after just meeting them, leave the iron on when we leave the house, and become overwhelmed as students of new material. Once the intricacies of Cognitive Load are understood, it becomes possible to design learning environments to marshal the resources students have and guide them to success. Lessons learned from Cognitive Load Theory can and should be applied to learning astronomy. Classroom-ready ideas will be presented.

A computational theory of the hippocampal cognitive map.

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O'Keefe, J

1990-01-01

Evidence from single unit and lesion studies suggests that the hippocampal formation acts as a spatial or cognitive map (O'Keefe and Nadel, 1978). In this chapter, I summarise some of the unit recording data and then outline the most recent computational version of the cognitive map theory. The novel aspects of the present version of the theory are that it identifies two allocentric parameters, the centroid and the eccentricity, which can be calculated from the array of cues in an environment and which can serve as the bases for an allocentric polar co-ordinate system. Computations within this framework enable the animal to identify its location within an environment, to predict the location which will be reached as a result of any specific movement from that location, and conversely, to calculate the spatial transformation necessary to go from the current location to a desired location. Aspects of the model are identified with the information provided by cells in the hippocampus and dorsal presubiculum. The hippocampal place cells are involved in the calculation of the centroid and the presubicular direction cells in the calculation of the eccentricity.

Physical Activity Participation: Social Cognitive Theory versus the Theories of Reasoned Action and Planned Behavior.

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Dzewaltowski, David A; Noble, John M; Shaw, Jeff M

1990-12-01

Social cognitive theory and the theories of reasoned action and planned behavior were examined in the prediction of 4 weeks of physical activity participation. The theories of reasoned action and planned behavior were supported. Attitude and perceived control predicted intention, and intention predicted physical activity participation. The social cognitive theory variables significantly predicted physical activity participation, with self-efficacy and self-evaluation of the behavior significantly contributing to the prediction. The greater the confidence in participating in physical activity and the greater the satisfaction with present physical activity, the more physical activity performed. Hierarchical regression analyses indicated that perceived control and intentions did not account for any unique variation in physical activity participation over self-efficacy. Therefore the social cognitive theory constructs were better predictors of physical activity than those from the theories of reasoned action and planned behavior.

Non Pharmacological Cognitive Enhancers - Current Perspectives.

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Sachdeva, Ankur; Kumar, Kuldip; Anand, Kuljeet Singh

2015-07-01

Cognition refers to the mental processes involved in thinking, knowing, remembering, judging, and problem solving. Cognitive dysfunctions are an integral part of neuropsychiatric disorders as well as in healthy ageing. Cognitive Enhancers are molecules that help improve aspects of cognition like memory, intelligence, motivation, attention and concentration. Recently, Non Pharmacological Cognitive Enhancers have gained popularity as effective and safe alternative to various established drugs. Many of these Non Pharmacological Cognitive Enhancers seem to be more efficacious compared to currently available Pharmacological Cognitive Enhancers. This review describes and summarizes evidence on various Non Pharmacological Cognitive Enhancers such as physical exercise, sleep, meditation and yoga, spirituality, nutrients, computer training, brain stimulation, and music. We also discuss their role in ageing and different neuro-psychiatric disorders, and current status of Cochrane database recommendations. We searched the Pubmed database for the articles and reviews having the terms 'non pharmacological and cognitive' in the title, published from 2000 till 2014. A total of 11 results displayed, out of which 10 were relevant to the review. These were selected and reviewed. Appropriate cross-references within the articles along with Cochrane reviews were also considered and studied.

Cognitive-behavioural theory and symbolic interactionism in theory of resocialization

OpenAIRE

Maciej Bernasiewicz

2011-01-01

The author points out a, still undiscovered in theory of resocialization, stream of theoretical symbolic interactionism. At the same time he shows its terminological and historical connections with cognitive-behavioural theory, which has already managed to find a due place in theory of resocialization. Indeterminism present in the perception of a man, common for both ways of thinking and clear practical implications for resocialization practise that can be grasped from both, make it possible ...

Cognition and motivation in the theory of the firm

DEFF Research Database (Denmark)

Foss, Nicolai Juul

2003-01-01

Economics in general, and the theory of the firm more specifically, placesmotivation and cognition in very different analytical boxes, in spite ofcognitive science evidence that the boundaries between the two are inreality blurred. While this analytical assumption has often served thetheory of th...... of the `impossibility of selective intervention.'Keywords: The theory of the firm, cognitive and motivational varialtion,selective intervention.......Economics in general, and the theory of the firm more specifically, placesmotivation and cognition in very different analytical boxes, in spite ofcognitive science evidence that the boundaries between the two are inreality blurred. While this analytical assumption has often served thetheory...... of the firm well, a number of organizational phenomena are betterunderstood if cognition and motivation are allowed to interact, forexample, through framing effects, as organizational scholars have longargued. The paper exemplifies by developing the implications of this forWilliamson's notion...

Temperament and Personality Theory: The Perspective of Cognitive-Experiential Self-Theory.

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Teglasi, Hedwig; Epstein, Seymour

1998-01-01

Illustrates the applicability of temperamental constructs to personality theory by mapping key temperament constructs onto Cognitive-Experiential Self-Theory (CEST). Examines the role of temperament in shaping experiences, and looks at the implications for education and socialization that stem from the synthesis of temperament constructs and…

COGNITIVE LOAD THEORY Written by John SWELLER, Paul AYRES, and Slava KALYUGA,

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Reviewed by Kadir KOZAN

2013-04-01

Full Text Available Cognitive load theory (2011 by John Sweller, Paul Ayres, and Slava Kalyuga presents the state-of-the art form of cognitive load theory (CLT including instructional guidelines produced by the theory so far. The book achieves this in a precise, detailed and well-organized manner thereby being very informative from the very beginning to the very end. For instance, even the preface provides an ample amount of information about CLT after stating the main premise of this theory: “Without knowledge of human cognitive processes, instructional design is blind.” (p. v. As stated in the book, CLT is that sort of a theory that informs instructional design from a cognitive perspective or on the basis of how human cognition works.

Mind-wandering, cognition, and performance: a theory-driven meta-analysis of attention regulation.

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Randall, Jason G; Oswald, Frederick L; Beier, Margaret E

2014-11-01

The current meta-analysis accumulates empirical findings on the phenomenon of mind-wandering, integrating and interpreting findings in light of psychological theories of cognitive resource allocation. Cognitive resource theory emphasizes both individual differences in attentional resources and task demands together to predict variance in task performance. This theory motivated our conceptual and meta-analysis framework by introducing moderators indicative of task-demand to predict who is more likely to mind-wander under what conditions, and to predict when mind-wandering and task-related thought are more (or less) predictive of task performance. Predictions were tested via a random-effects meta-analysis of correlations obtained from normal adult samples (k = 88) based on measurement of specified episodes of off-task and/or on-task thought frequency and task performance. Results demonstrated that people with fewer cognitive resources tend to engage in more mind-wandering, whereas those with more cognitive resources are more likely to engage in task-related thought. Addressing predictions of resource theory, we found that greater time-on-task-although not greater task complexity-tended to strengthen the negative relation between cognitive resources and mind-wandering. Additionally, increases in mind-wandering were generally associated with decreases in task performance, whereas increases in task-related thought were associated with increased performance. Further supporting resource theory, the negative relation between mind-wandering and performance was more pronounced for more complex tasks, though not longer tasks. Complementarily, the positive association between task-related thought and performance was stronger for more complex tasks and for longer tasks. We conclude by discussing implications and future research directions for mind-wandering as a construct of interest in psychological research. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

PEMBELAJARAN BERBANTUAN MULTIMEDIA BERDASARKAN COGNITIVE LOAD THEORY PADA PELAJARAN MATEMATIKA SD

OpenAIRE

Rissa Prima Kurniawati

2016-01-01

Multimedia is media that combine two or more elements are composed of text, graphics, images, photographs, audio, video, and animation are integrated. In multimedia-assisted learning, students are given the opportunity to learn not only of learning resources such as teachers, but give the opportunity to students to develop better cognitive, creative, and innovative. Cognitive Load Theory is a theory that was introduced as a teaching theory based on the knowledge of human cognitive architectur...

Pembelajaran Berbantuan Multimedia Berdasarkan Cognitive Load Theory Pada Pelajaran Matematika SD

OpenAIRE

Kurniawati, Rissa Prima

2014-01-01

Multimedia is media that combine two or more elements are composed of text, graphics, images, photographs, audio, video, and animation are integrated. In multimedia-assisted learning, students are given the opportunity to learn not only of learning resources such as teachers, but give the opportunity to students to develop better cognitive, creative, and innovative. Cognitive Load Theory is a theory that was introduced as a teaching theory based on the knowledge of human cognitive architectur...

Threaded cognition: an integrated theory of concurrent multitasking.

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Salvucci, Dario D; Taatgen, Niels A

2008-01-01

The authors propose the idea of threaded cognition, an integrated theory of concurrent multitasking--that is, performing 2 or more tasks at once. Threaded cognition posits that streams of thought can be represented as threads of processing coordinated by a serial procedural resource and executed across other available resources (e.g., perceptual and motor resources). The theory specifies a parsimonious mechanism that allows for concurrent execution, resource acquisition, and resolution of resource conflicts, without the need for specialized executive processes. By instantiating this mechanism as a computational model, threaded cognition provides explicit predictions of how multitasking behavior can result in interference, or lack thereof, for a given set of tasks. The authors illustrate the theory in model simulations of several representative domains ranging from simple laboratory tasks such as dual-choice tasks to complex real-world domains such as driving and driver distraction. (c) 2008 APA, all rights reserved

Categorial compositionality: a category theory explanation for the systematicity of human cognition.

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Steven Phillips

Full Text Available Classical and Connectionist theories of cognitive architecture seek to explain systematicity (i.e., the property of human cognition whereby cognitive capacity comes in groups of related behaviours as a consequence of syntactically and functionally compositional representations, respectively. However, both theories depend on ad hoc assumptions to exclude specific instances of these forms of compositionality (e.g. grammars, networks that do not account for systematicity. By analogy with the Ptolemaic (i.e. geocentric theory of planetary motion, although either theory can be made to be consistent with the data, both nonetheless fail to fully explain it. Category theory, a branch of mathematics, provides an alternative explanation based on the formal concept of adjunction, which relates a pair of structure-preserving maps, called functors. A functor generalizes the notion of a map between representational states to include a map between state transformations (or processes. In a formal sense, systematicity is a necessary consequence of a higher-order theory of cognitive architecture, in contrast to the first-order theories derived from Classicism or Connectionism. Category theory offers a re-conceptualization for cognitive science, analogous to the one that Copernicus provided for astronomy, where representational states are no longer the center of the cognitive universe--replaced by the relationships between the maps that transform them.

Categorial compositionality: a category theory explanation for the systematicity of human cognition.

Science.gov (United States)

Phillips, Steven; Wilson, William H

2010-07-22

Classical and Connectionist theories of cognitive architecture seek to explain systematicity (i.e., the property of human cognition whereby cognitive capacity comes in groups of related behaviours) as a consequence of syntactically and functionally compositional representations, respectively. However, both theories depend on ad hoc assumptions to exclude specific instances of these forms of compositionality (e.g. grammars, networks) that do not account for systematicity. By analogy with the Ptolemaic (i.e. geocentric) theory of planetary motion, although either theory can be made to be consistent with the data, both nonetheless fail to fully explain it. Category theory, a branch of mathematics, provides an alternative explanation based on the formal concept of adjunction, which relates a pair of structure-preserving maps, called functors. A functor generalizes the notion of a map between representational states to include a map between state transformations (or processes). In a formal sense, systematicity is a necessary consequence of a higher-order theory of cognitive architecture, in contrast to the first-order theories derived from Classicism or Connectionism. Category theory offers a re-conceptualization for cognitive science, analogous to the one that Copernicus provided for astronomy, where representational states are no longer the center of the cognitive universe--replaced by the relationships between the maps that transform them.

Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives

NARCIS (Netherlands)

G.W.C. Paas (Fred); T.A.J.M. van Gog (Tamara); J. Sweller (John)

2010-01-01

textabstractOver the last few years, cognitive load theory has progressed and advanced rapidly. The articles in this special issue, which document those advances, are based on contributions to the 3rd International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The articles of

Stagewise cognitive development: an application of catastrophe theory.

Science.gov (United States)

van der Maas, H L; Molenaar, P C

1992-07-01

In this article an overview is given of traditional methodological approaches to stagewise cognitive developmental research. These approaches are evaluated and integrated on the basis of catastrophe theory. In particular, catastrophe theory specifies a set of common criteria for testing the discontinuity hypothesis proposed by Piaget. Separate criteria correspond to distinct methods used in cognitive developmental research. Such criteria are, for instance, the detection of spurts in development, bimodality of test scores, and increased variability of responses during transitional periods. When a genuine stage transition is present, these criteria are expected to be satisfied. A revised catastrophe model accommodating these criteria is proposed for the stage transition in cognitive development from the preoperational to the concrete operational stage.

Leadership: current theories, research, and future directions.

Science.gov (United States)

Avolio, Bruce J; Walumbwa, Fred O; Weber, Todd J

2009-01-01

This review examines recent theoretical and empirical developments in the leadership literature, beginning with topics that are currently receiving attention in terms of research, theory, and practice. We begin by examining authentic leadership and its development, followed by work that takes a cognitive science approach. We then examine new-genre leadership theories, complexity leadership, and leadership that is shared, collective, or distributed. We examine the role of relationships through our review of leader member exchange and the emerging work on followership. Finally, we examine work that has been done on substitutes for leadership, servant leadership, spirituality and leadership, cross-cultural leadership, and e-leadership. This structure has the benefit of creating a future focus as well as providing an interesting way to examine the development of the field. Each section ends with an identification of issues to be addressed in the future, in addition to the overall integration of the literature we provide at the end of the article.

Destination memory and cognitive theory of mind in normal ageing.

Science.gov (United States)

El Haj, Mohamad; Raffard, Stéphane; Gély-Nargeot, Marie-Christine

2016-01-01

Destination memory is the ability to remember the destination to which a piece of information has been addressed (e.g., "Did I tell you about the promotion?"). This ability is found to be impaired in normal ageing. Our work aimed to link this deterioration to the decline in theory of mind. Forty younger adults (M age = 23.13 years, SD = 4.00) and 36 older adults (M age = 69.53 years, SD = 8.93) performed a destination memory task. They also performed the False-belief test addressing cognitive theory of mind and the Reading the mind in the eyes test addressing affective theory of mind. Results showed significant deterioration in destination memory, cognitive theory of mind and affective theory of mind in the older adults. The older adults' performance on destination memory was significantly correlated with and predicted by their performance on cognitive theory of mind. Difficulties in the ability to interpret and predict others' mental states are related to destination memory decline in older adults.

Advances in cognitive-socialpersonality theory : applications to sport psychology

OpenAIRE

Smith, Ronald E.

2008-01-01

Many theories and intervention techniques in sport psychology have a cognitive-behavioral emphasis, and sport psychologists have long been interested in individual differences. Recent developments in cognitive social personality theory offer new opportunities for understanding sport behavior. The finding of stable individual differences in situationbehavior relations has helped resolve the person-situation debate of past years, and idiographically-distinct behavioral signatures have now been ...

Explaining the black-white gap in cognitive test scores: Toward a theory of adverse impact.

Science.gov (United States)

Cottrell, Jonathan M; Newman, Daniel A; Roisman, Glenn I

2015-11-01

In understanding the causes of adverse impact, a key parameter is the Black-White difference in cognitive test scores. To advance theory on why Black-White cognitive ability/knowledge test score gaps exist, and on how these gaps develop over time, the current article proposes an inductive explanatory model derived from past empirical findings. According to this theoretical model, Black-White group mean differences in cognitive test scores arise from the following racially disparate conditions: family income, maternal education, maternal verbal ability/knowledge, learning materials in the home, parenting factors (maternal sensitivity, maternal warmth and acceptance, and safe physical environment), child birth order, and child birth weight. Results from a 5-wave longitudinal growth model estimated on children in the NICHD Study of Early Child Care and Youth Development from ages 4 through 15 years show significant Black-White cognitive test score gaps throughout early development that did not grow significantly over time (i.e., significant intercept differences, but not slope differences). Importantly, the racially disparate conditions listed above can account for the relation between race and cognitive test scores. We propose a parsimonious 3-Step Model that explains how cognitive test score gaps arise, in which race relates to maternal disadvantage, which in turn relates to parenting factors, which in turn relate to cognitive test scores. This model and results offer to fill a need for theory on the etiology of the Black-White ethnic group gap in cognitive test scores, and attempt to address a missing link in the theory of adverse impact. (c) 2015 APA, all rights reserved).

Threaded cognition : An integrated theory of concurrent multitasking

NARCIS (Netherlands)

Salvucci, Dario D.; Taatgen, Niels A.

The authors propose the idea of threaded cognition, an integrated theory of concurrent multitasking-that is, performing 2 or more tasks at once. Threaded cognition posits that streams of thought can be represented as threads of processing coordinated by a serial procedural resource and executed

Towards a Cognitive Theory of Multimedia Assessment (CTMMA)

NARCIS (Netherlands)

Kirschner, Paul A.; Park, Babette; Malone, Sarah; Jarodzka, Halszka

2017-01-01

Much is known about assessment in all its forms and the corpus of theory and knowledge is growing daily. In a similar vein, the use of multimedia for learning also has a sound basis in research and theory, such as the Cognitive Load Theory (CLT; Sweller, Van Merriënboer, & Paas, 1998), human

Affective cognition: Exploring lay theories of emotion.

Science.gov (United States)

Ong, Desmond C; Zaki, Jamil; Goodman, Noah D

2015-10-01

Humans skillfully reason about others' emotions, a phenomenon we term affective cognition. Despite its importance, few formal, quantitative theories have described the mechanisms supporting this phenomenon. We propose that affective cognition involves applying domain-general reasoning processes to domain-specific content knowledge. Observers' knowledge about emotions is represented in rich and coherent lay theories, which comprise consistent relationships between situations, emotions, and behaviors. Observers utilize this knowledge in deciphering social agents' behavior and signals (e.g., facial expressions), in a manner similar to rational inference in other domains. We construct a computational model of a lay theory of emotion, drawing on tools from Bayesian statistics, and test this model across four experiments in which observers drew inferences about others' emotions in a simple gambling paradigm. This work makes two main contributions. First, the model accurately captures observers' flexible but consistent reasoning about the ways that events and others' emotional responses to those events relate to each other. Second, our work models the problem of emotional cue integration-reasoning about others' emotion from multiple emotional cues-as rational inference via Bayes' rule, and we show that this model tightly tracks human observers' empirical judgments. Our results reveal a deep structural relationship between affective cognition and other forms of inference, and suggest wide-ranging applications to basic psychological theory and psychiatry. Copyright © 2015 The Authors. Published by Elsevier B.V. All rights reserved.

Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions

NARCIS (Netherlands)

Van Merriënboer, Jeroen; Sweller, J.

2007-01-01

Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive resources can be fully devoted to learning. This article strengthens the cognitive base of CLT by linking cognitive processes to the processes used by

Toward a Neuroscience of Adult Cognitive Developmental Theory

Directory of Open Access Journals (Sweden)

Fady Girgis

2018-01-01

Full Text Available Piaget's genetic epistemology has provided the constructivist approach upon which child developmental theories were founded, in that infants are thought to progress through distinct cognitive stages until they reach maturity in their early 20's. However, it is now well established that cognition continues to develop after early adulthood, and several “neo-Piagetian” theories have emerged in an attempt to better characterize adult cognitive development. For example, Kegan's Constructive Developmental Theory (CDT argues that the thought processes used by adults to construct their reality change over time, and reaching higher stages of cognitive development entails becoming objectively aware of emotions and beliefs that were previously in the realm of the subconscious. In recent years, neuroscience has shown a growing interest in the biological substrates and neural mechanisms encompassing adult cognitive development, because psychological and psychiatric disorders can arise from deficiencies therein. In this article, we will use Kegan's CDT as a framework to discuss adult cognitive development in relation to closely correlated existing constructs underlying social processing, such as the perception of self and others. We will review the functional imaging and electrophysiologic evidence behind two key concepts relating to these posited developmental changes. These include self-related processing, a field that distinguishes between having conscious experiences (“being a self” and being aware of oneself having conscious experiences (“being aware of being a self”; and theory of mind, which is the objective awareness of possessing mental states such as beliefs and desires (i.e., having a “mind” and the understanding that others possess mental states that can be different from one's own. We shall see that cortical midline structures, including the medial prefrontal cortex and cingulate gyrus, as well as the temporal lobe, are associated

Toward a Neuroscience of Adult Cognitive Developmental Theory.

Science.gov (United States)

Girgis, Fady; Lee, Darrin J; Goodarzi, Amir; Ditterich, Jochen

2018-01-01

Piaget's genetic epistemology has provided the constructivist approach upon which child developmental theories were founded, in that infants are thought to progress through distinct cognitive stages until they reach maturity in their early 20's. However, it is now well established that cognition continues to develop after early adulthood, and several "neo-Piagetian" theories have emerged in an attempt to better characterize adult cognitive development. For example, Kegan's Constructive Developmental Theory (CDT) argues that the thought processes used by adults to construct their reality change over time, and reaching higher stages of cognitive development entails becoming objectively aware of emotions and beliefs that were previously in the realm of the subconscious. In recent years, neuroscience has shown a growing interest in the biological substrates and neural mechanisms encompassing adult cognitive development, because psychological and psychiatric disorders can arise from deficiencies therein. In this article, we will use Kegan's CDT as a framework to discuss adult cognitive development in relation to closely correlated existing constructs underlying social processing, such as the perception of self and others. We will review the functional imaging and electrophysiologic evidence behind two key concepts relating to these posited developmental changes. These include self-related processing, a field that distinguishes between having conscious experiences ("being a self") and being aware of oneself having conscious experiences ("being aware of being a self"); and theory of mind, which is the objective awareness of possessing mental states such as beliefs and desires (i.e., having a "mind") and the understanding that others possess mental states that can be different from one's own. We shall see that cortical midline structures, including the medial prefrontal cortex and cingulate gyrus, as well as the temporal lobe, are associated with psychological tasks that

Advances in cognitive theory and therapy: the generic cognitive model.

Science.gov (United States)

Beck, Aaron T; Haigh, Emily A P

2014-01-01

For over 50 years, Beck's cognitive model has provided an evidence-based way to conceptualize and treat psychological disorders. The generic cognitive model represents a set of common principles that can be applied across the spectrum of psychological disorders. The updated theoretical model provides a framework for addressing significant questions regarding the phenomenology of disorders not explained in previous iterations of the original model. New additions to the theory include continuity of adaptive and maladaptive function, dual information processing, energizing of schemas, and attentional focus. The model includes a theory of modes, an organization of schemas relevant to expectancies, self-evaluations, rules, and memories. A description of the new theoretical model is followed by a presentation of the corresponding applied model, which provides a template for conceptualizing a specific disorder and formulating a case. The focus on beliefs differentiates disorders and provides a target for treatment. A variety of interventions are described.

The Role of Self-Determination Theory and Cognitive Evaluation Theory in Home Education

Science.gov (United States)

Riley, Gina

2016-01-01

This article explores the theories of Self-Determination, Cognitive Evaluation, and Intrinsic Motivation as it applies to home education. According to Self-Determination Theory, intrinsic motivation is innate. However, the maintenance and enhancement of intrinsic motivation depends upon the social and environmental conditions surrounding the…

Threaded Cognition: An Integrated Theory of Concurrent Multitasking

Science.gov (United States)

Salvucci, Dario D.; Taatgen, Niels A.

2008-01-01

The authors propose the idea of threaded cognition, an integrated theory of concurrent multitasking--that is, performing 2 or more tasks at once. Threaded cognition posits that streams of thought can be represented as threads of processing coordinated by a serial procedural resource and executed across other available resources (e.g., perceptual…

Factorial Equivalence of Social Cognitive Theory: Educational Levels × Time Differences

Science.gov (United States)

Phan, Huy Phuong; Ngu, Bing

2014-01-01

The study of social cognitive theory has involved a number of inquiries, notably one of which concerns the formation and development of self-efficacy beliefs. Social cognitive theory indicates that we form our self-efficacy beliefs from four major sources of information: enactive performance accomplishments, vicarious experiences, verbal…

Imaging episodic memory: implications for cognitive theories and phenomena.

Science.gov (United States)

Nyberg, L

1999-01-01

Functional neuroimaging studies are beginning to identify neuroanatomical correlates of various cognitive functions. This paper presents results relevant to several theories and phenomena of episodic memory, including component processes of episodic retrieval, encoding specificity, inhibition, item versus source memory, encoding-retrieval overlap, and the picture-superiority effect. Overall, by revealing specific activation patterns, the results provide support for existing theoretical views and they add some unique information which may be important to consider in future attempts to develop cognitive theories of episodic memory.

Cognitive-behavioural theories and adherence: Application and relevance in antiretroviral therapy.

Science.gov (United States)

Adefolalu, Adegoke O

2018-01-01

Adherence in chronic disease conditions is described as the extent to which a person's behaviour corresponds to the prescribed medical advice of the healthcare provider. This is not limited to medication intake only but also includes acts such as following instructions regarding dietary or fluid restrictions and taking medicines at the prescribed times and intervals. Although adherence to antiretroviral therapy (ART) is a predictor of good clinical outcome among HIV-infected persons on ART, it is a major challenge and strict adherence is not very common. This article aims to examine the application and relevance of some cognitive-behavioural theories in antiretroviral therapy adherence. After doing a thorough literature review, contemporary theories of health behaviour at the individual and interpersonal levels referred to as cognitive-behavioural theories were explored. This review highlights some aspects of the cognitive perspective of health behaviour theories as a good theoretical framework that could be used for organising thoughts about adherence and other health behaviours among patients on lifelong treatment such as ART. Key concepts of these theories stipulate that behaviour is mediated by cognition i.e. knowledge and attitude affect the person's action. In addition, cognitive-behavioural theories recognise knowledge alone as being insufficient to produce behavioural change; a person's perception, motivation, skills and social environment are all influential in the process of behavioural change. Prediction of medication adherence is complex, and health-related knowledge and beliefs alone are insufficient to achieve behaviour change, especially in chronic conditions such as HIV/AIDS. However, people can control or influence the events affecting their lives by integrating cognitive, social, and behavioural sub-skills related to beliefs of personal efficacy in performing these skills.

Social Cognitive Career Theory and Middle School Student Career Exploration

Science.gov (United States)

Sickinger, Pamela H.

2013-01-01

Within the framework of social cognitive career theory, social cognitive career variables, demographic variables, and the contextual variable, parent support, were examined to determine their predictive value for eighth-grade students' career exploration behavior. Results suggest that the social cognitive career variable, intentions/goals,…

Understanding and remediating social-cognitive dysfunctions in patients with serious mental illness using relational frame theory

Directory of Open Access Journals (Sweden)

Annemieke eHendriks

2016-02-01

Full Text Available Impairments in social cognition and perspective-taking play an important role in the psychopathology and social functioning of individuals with social anxiety, autism or schizophrenia-spectrum disorders, among other clinical presentations. Perspective-taking has mostly been studied using the concept of Theory of Mind (ToM, which describes the sequential development of these skills in young children, as well as clinical populations experiencing perspective-taking difficulties. Several studies mention positive results of Theory of Mind based training programs, however, the precise processes involved in the achievement of these improvements are difficult to determine. Relational Frame Theory (RFT is a modern behavioural account of complex cognitive functions, and is argued to provide a more precise approach to the assessment and training of perspective-taking, among other relational skills. Results of RFT-based studies of perspective-taking in developmental and clinical settings are discussed. The development of training methods targeting perspective-taking deficits from an RFT point of view appears to provide promising applications for the enhancement of current treatments of people with social-cognitive dysfunctions.

A Preliminary Application of Social Cognitive Theory to Nonsuicidal Self-Injury.

Science.gov (United States)

Hasking, Penelope; Rose, Alyssa

2016-08-01

Researchers have established a relationship between exposure to nonsuicidal self-injury (NSSI), and increased probability of engaging in the behavior, but few have endeavored to explain the mechanisms underlying the relationship. We drew on Social Cognitive Theory to argue that core cognitions, including NSSI outcome expectancies and self-efficacy expectancies, moderate this relationship. We also explored whether knowledge about NSSI and attitudes toward the behavior played a role in this relationship. A sample of 389 university students (73.1 % female, M age = 20.90, SD = 2.36), completed online questionnaires assessing the constructs of interest. Our findings support the application of Social Cognitive Theory to better understanding NSSI, with clear links between expectancies, self-efficacy and NSSI. Further, these cognitions moderated a number of exposure-NSSI relationships. Implications of these findings for theory, research and intervention are discussed.

Cognition and biology: perspectives from information theory.

Science.gov (United States)

Wallace, Rodrick

2014-02-01

The intimate relation between biology and cognition can be formally examined through statistical models constrained by the asymptotic limit theorems of communication theory, augmented by methods from statistical mechanics and nonequilibrium thermodynamics. Cognition, often involving submodules that act as information sources, is ubiquitous across the living state. Less metabolic free energy is consumed by permitting crosstalk between biological information sources than by isolating them, leading to evolutionary exaptations that assemble shifting, tunable cognitive arrays at multiple scales, and levels of organization to meet dynamic patterns of threat and opportunity. Cognition is thus necessary for life, but it is not sufficient: An organism represents a highly patterned outcome of path-dependent, blind, variation, selection, interaction, and chance extinction in the context of an adequate flow of free energy and an environment fit for development. Complex, interacting cognitive processes within an organism both record and instantiate those evolutionary and developmental trajectories.

Cognitive-behavioural theories and adherence: Application and relevance in antiretroviral therapy

Directory of Open Access Journals (Sweden)

Adegoke O. Adefolalu

2018-04-01

Full Text Available Background: Adherence in chronic disease conditions is described as the extent to which a person‘s behaviour corresponds to the prescribed medical advice of the healthcare provider. This is not limited to medication intake only but also includes acts such as following instructions regarding dietary or fluid restrictions and taking medicines at the prescribed times and intervals. Although adherence to antiretroviral therapy (ART is a predictor of good clinical outcome among HIV-infected persons on ART, it is a major challenge and strict adherence is not very common. This article aims to examine the application and relevance of some cognitive-behavioural theories in antiretroviral therapy adherence Methods: After doing a thorough literature review, contemporary theories of health behaviour at the individual and interpersonal levels referred to as cognitive-behavioural theories were explored. This review highlights some aspects of the cognitive perspective of health behaviour theories as a good theoretical framework that could be used for organising thoughts about adherence and other health behaviours among patients on lifelong treatment such as ART. Results: Key concepts of these theories stipulate that behaviour is mediated by cognition i.e. knowledge and attitude affect the person’s action. In addition, cognitive-behavioural theories recognise knowledge alone as being insufficient to produce behavioural change; a person’s perception, motivation, skills and social environment are all influential in the process of behavioural change. Conclusion: Prediction of medication adherence is complex, and health-related knowledge and beliefs alone are insufficient to achieve behaviour change, especially in chronic conditions such as HIV/AIDS. However, people can control or influence the events affecting their lives by integrating cognitive, social, and behavioural sub-skills related to beliefs of personal efficacy in performing these skills.

Current trends in nursing theories.

Science.gov (United States)

Im, Eun-Ok; Chang, Sun Ju

2012-06-01

To explore current trends in nursing theories through an integrated literature review. The literature related to nursing theories during the past 10 years was searched through multiple databases and reviewed to determine themes reflecting current trends in nursing theories. The trends can be categorized into six themes: (a) foci on specifics; (b) coexistence of various types of theories; (c) close links to research; (d) international collaborative works; (e) integration to practice; and (f) selective evolution. We need to make our continuous efforts to link research and practice to theories, to identify specifics of our theories, to develop diverse types of theories, and to conduct international collaborative works. Our paper gives implications for future theoretical development in diverse clinical areas of nursing research and practice. © 2012 Sigma Theta Tau International.

An encounter between 4e cognition and attachment theory

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Petters, Dean

2016-10-01

This paper explores a constructive revision of the conceptual underpinnings of Attachment Theory through an encounter with the diverse elements of 4e cognition. Attachment relationships involve the development of preference for one or a few carers and expectations about their availability and responsiveness as a haven of safety and a base from which to explore. In attachment theory, mental representations have been assigned a central organising role in explaining attachment phenomena. The 4e cognition approaches in cognitive science raise a number of questions about the development and interplay of attachment and cognition. These include: (1) the nature of what Bowlby called 'internal working models of attachment'; (2) the extent to which the infant-carer dyad functions as an extension of the infant's mind; and (3) whether Bowlby's attachment control system concept can be usefully re-framed in enactive terms where traditional cognitivist representations are: (3i) substituted for sensorimotor skill-focused mediating representations; (3ii) viewed as arising from autopoietic living organisms; and/or (3iii) mostly composed from the non-contentful mechanisms of basic minds? A theme that cross-cuts these research questions is how representations for capturing meaning, and structures for adaptive control, are both required to explain the full range of behaviour of interest to Attachment Theory researchers.

Cognitive-behavioural theories and adherence: Application and ...

African Journals Online (AJOL)

Although adherence to antiretroviral therapy (ART) is a predictor of good clinical outcome ... This article aims to examine the application and relevance of some ... of the cognitive perspective of health behaviour theories as a good theoretical ...

Comparative Evaluation of the Cognitive Theories of Piaget and Ausubel.

Science.gov (United States)

Nielsen, Loretta A.

Jean Piaget's theory of cognitive development and David Ausubel's assimilation theory of learning are explicated and selected research involving both theories is reviewed in this paper. The two theories are compared on selected dimensions to demonstrate that they are compatible and that, in conjunction with one another, they form a strong…

Categorial Compositionality: A Category Theory Explanation for the Systematicity of Human Cognition

OpenAIRE

Phillips, Steven; Wilson, William H.

2010-01-01

Classical and Connectionist theories of cognitive architecture seek to explain systematicity (i.e., the property of human cognition whereby cognitive capacity comes in groups of related behaviours) as a consequence of syntactically and functionally compositional representations, respectively. However, both theories depend on ad hoc assumptions to exclude specific instances of these forms of compositionality (e.g. grammars, networks) that do not account for systematicity. By analogy with the P...

A conceptual framework for the integration of flow theory and cognitive evaluation theory

OpenAIRE

Abuhamdeh, Sami

2012-01-01

Flow theory (Csikszentmihalyi, Beyond boredom and anxiety: Experiencing flow in work and play. Jossey-Bass, San Francisco, 1975) and cognitive evaluation theory (Deci and Ryan, Intrinsic motivation and self-determination in human behaviour. Plenum, New York, 1985) have each inspired a large body of research dedicated to understanding why we enjoy doing what we enjoy doing. Although both theories ostensibly address the same category of behavior—namely, intrinsically motivated behavior—there ha...

Weak hadronic currents in compensation theory

International Nuclear Information System (INIS)

Pappas, R.C.

1975-01-01

Working within the framework of a compensation theory of strong and weak interactions, it is shown that: (1) an axial vector baryon number current can be included in the weak current algebra if certain restrictions on the K-meson strong couplings are relaxed; (2) the theory does not permit the introduction of strange currents of the chiral form V + A; and (3) the assumption that the superweak currents of the theory cannot contain certain CP conserving terms can be justified on the basis of compensation requirements

Cognitive deconstruction of parenting in schizophrenia: the role of theory of mind.

Science.gov (United States)

Mehta, Urvakhsh M; Bhagyavathi, Haralahalli D; Kumar, Channaveerachari Naveen; Thirthalli, Jagadisha; Gangadhar, Bangalore N

2014-03-01

Schizophrenia patients experience impairments across various functional roles. Emotional unresponsiveness and an inability to foster intimacy and display affection may lead to impairments in parenting. A comprehensive cognitive understanding of parenting abilities in schizophrenia has the potential to guide newer treatment strategies. As part of a larger study on functional ability in schizophrenia patients, we attempted a cognitive deconstruction of their parenting ability. Sixty-nine of the 170 patients who participated in a study on social cognition in remitted schizophrenia were parents (mean age of their children: 11.8 ± 6.2 years). They underwent comprehensive assessments for neurocognition, social cognition (theory of mind, emotion processing, social perception and attributional bias), motivation and insight. A rater blind to their cognitive status assessed their social functioning using the Groningen Social Disabilities Schedule. We examined the association of their functional ability (active involvement and affective relationship) in the parental role with their cognitive performance as well as with their level of insight and motivation. Deficits in first- and second-order theory of mind (t = 2.57, p = 0.01; t = 3.2, p = 0.002, respectively), speed of processing (t = 2.37, p = 0.02), cognitive flexibility (t = 2.26, p = 0.02) and motivation (t = 2.64, p = 0.01) had significant association with parental role dysfunction. On logistic regression, second-order theory of mind emerged as a specific predictor of parental role, even after controlling for overall functioning scores sans parental role. Second-order theory of mind deficits are specifically associated with parental role dysfunction of patients with schizophrenia. Novel treatment strategies targeting theory of mind may improve parenting abilities in individuals with schizophrenia.

The role of self-determination theory and cognitive evaluation theory in home education

Directory of Open Access Journals (Sweden)

Gina Riley

2016-12-01

Full Text Available This article explores the theories of Self-Determination, Cognitive Evaluation, and Intrinsic Motivation as it applies to home education. According to Self-Determination Theory, intrinsic motivation is innate. However, the maintenance and enhancement of intrinsic motivation depends upon the social and environmental conditions surrounding the individual. Deci and Ryan’s Cognitive Evaluation Theory specifically addresses the social and environmental factors that facilitate versus undermine intrinsic motivation and points to three significant psychological needs that must be present in the individual in order to foster self-motivation. These needs are competence, autonomy, and relatedness. Because of curriculum and time constraints, intrinsic motivation may be difficult to facilitate within the traditional classroom. This loss of intrinsic motivation for learning prompts some parents to homeschool their children. One of the most impressive strengths of home education lies in the fact that in many cases, the entire process revolves around a child’s intrinsic motivation to learn.

Different Patterns of Theory of Mind Impairment in Mild Cognitive Impairment.

Science.gov (United States)

Moreau, Noémie; Rauzy, Stéphane; Bonnefoi, Bernadette; Renié, Laurent; Martinez-Almoyna, Laurent; Viallet, François; Champagne-Lavau, Maud

2015-01-01

Theory of Mind refers to the ability to infer other’s mental states, their beliefs, intentions, or knowledge. To date, only two studies have reported the presence of Theory of Mind impairment in mild cognitive impairment (MCI). In the present study,we evaluated 20 MCI patients and compared them with 25 healthy control participants using two Theory of Mind tasks. The first task was a false belief paradigm as frequently used in the literature, and the second one was a referential communication task,assessing Theory of Mind in a real situation of interaction and which had never been used before in this population. The results showed that MCI patients presented difficulties inferring another person’s beliefs about reality and attributing knowledge to them in a situation of real-life interaction. Two different patterns of Theory of Mind emerged among the patients. In comparison with the control group, some MCI patients demonstrated impairment only in the interaction task and presented isolated episodicmemory impairment, while others were impaired in both Theory of Mind tasks and presented cognitive impairment impacting both episodic memory and executive functioning. Theory of Mind is thus altered in the very early stages of cognitive impairment even in real social interaction, which could impact precociously relationships in daily life.

Why formal learning theory matters for cognitive science.

Science.gov (United States)

Fulop, Sean; Chater, Nick

2013-01-01

This article reviews a number of different areas in the foundations of formal learning theory. After outlining the general framework for formal models of learning, the Bayesian approach to learning is summarized. This leads to a discussion of Solomonoff's Universal Prior Distribution for Bayesian learning. Gold's model of identification in the limit is also outlined. We next discuss a number of aspects of learning theory raised in contributed papers, related to both computational and representational complexity. The article concludes with a description of how semi-supervised learning can be applied to the study of cognitive learning models. Throughout this overview, the specific points raised by our contributing authors are connected to the models and methods under review. Copyright © 2013 Cognitive Science Society, Inc.

Representing metarepresentations: is there theory of mind-specific cognition?

Science.gov (United States)

Egeth, Marc; Kurzban, Robert

2009-03-01

What cognitive mechanisms underlie Theory of Mind? Some infer domain-specific Theory of Mind cognition based the pattern of children diagnosed with autism failing the False Belief test but passing the False Photograph test. However, we argue that the False Belief test entails various task demands the False Photograph task does not, including the necessity to represent a higher-order representation (a metarepresentation), thus confounding the inference of domain-specificity. Instead, a general difficulty that affects representations of metarepresentations might account for the seeming domain-specific failure. Here we find that False-Belief failing False-Photograph passing children fail the Meta Photograph test, a new photograph-domain test that requires subjects to represent a metarepresentation. We conclude that people who fail the False Belief test but pass the False Photograph test do not necessarily have a content-specific Theory of Mind deficit. Instead, the general ability to represent representations and metarepresentations might underlie Theory of Mind.

Intercorporeality and aida: Developing an interaction theory of social cognition.

Science.gov (United States)

Tanaka, Shogo

2017-06-01

The aim of this article is to develop an interaction theory (IT) of social cognition. The central issue in the field of social cognition has been theory of mind (ToM), and there has been debate regarding its nature as either theory-theory or as simulation theory. Insights from phenomenology have brought a second-person perspective based on embodied interactions into the debate, thereby forming a third position known as IT. In this article, I examine how IT can be further elaborated by drawing on two phenomenological notions-Merleau-Ponty's intercorporeality and Kimura's aida . Both of these notions emphasize the sensory-motor, perceptual, and non-conceptual aspects of social understanding and describe a process of interpersonal coordination in which embodied interaction gains autonomy as an emergent system. From this perspective, detailed and nuanced social understanding is made possible through the embodied skill of synchronizing with others.

Explicit and implicit cognition: a preliminary test of a dual-process theory of cognitive vulnerability to depression.

Science.gov (United States)

Haeffel, Gerald J; Abramson, Lyn Y; Brazy, Paige C; Shah, James Y; Teachman, Bethany A; Nosek, Brian A

2007-06-01

Two studies were conducted to test a dual-process theory of cognitive vulnerability to depression. According to this theory, implicit and explicit cognitive processes have differential effects on depressive reactions to stressful life events. Implicit processes are hypothesized to be critical in determining an individual's immediate affective reaction to stress whereas explicit cognitions are thought to be more involved in long-term depressive reactions. Consistent with hypotheses, the results of study 1 (cross-sectional; N=237) showed that implicit, but not explicit, cognitions predicted immediate affective reactions to a lab stressor. Study 2 (longitudinal; N=251) also supported the dual-process model of cognitive vulnerability to depression. Results showed that both the implicit and explicit measures interacted with life stress to predict prospective changes in depressive symptoms, respectively. However, when both implicit and explicit predictors were entered into a regression equation simultaneously, only the explicit measure interacted with stress to remain a unique predictor of depressive symptoms over the five-week prospective interval.

Beck's cognitive theory and the response style theory of depression in adolescents with and without mild to borderline intellectual disability

NARCIS (Netherlands)

Weeland, M.M.; Nijhof, K.S.; Otten, R.; Vermaes, I.P.R.; Buitelaar, J.K.

2017-01-01

Aim: This study tests the validity of Beck’s cognitive theory and Nolen-Hoeksema's response style theory of depression in adolescents with and without MBID. Methods: The relationship between negative cognitive errors (Beck), response styles (Nolen-Hoeksema) and depressive symptoms was examined in

Towards Cognitive Load Theory as Guideline for Instructional Design in Science Education

Science.gov (United States)

Meissner, Barbara; Bogner, Franz X.

2013-01-01

We applied cognitive load theory in an heuristic out-of-school science lesson. The lesson comprises experiments concerning major attributes of NaCl and was designed for 5th to 8th grade students. Our interest focused on whether cognitive load theory provides sufficient guidelines for instructional design in the field of heuristic science…

Practising what we preach: using cognitive load theory for workshop design and evaluation.

Science.gov (United States)

Naismith, Laura M; Haji, Faizal A; Sibbald, Matthew; Cheung, Jeffrey J H; Tavares, Walter; Cavalcanti, Rodrigo B

2015-12-01

Theory-based instructional design is a top priority in medical education. The goal of this Show and Tell article is to present our theory-driven approach to the design of instruction for clinical educators. We adopted cognitive load theory as a framework to design and evaluate a series of professional development workshops that were delivered at local, national and international academic conferences in 2014. We used two rating scales to measure participants' cognitive load. Participants also provided narrative comments as to how the workshops could be improved. Cognitive load ratings from 59 participants suggested that the workshop design optimized learning by managing complexity for different levels of learners (intrinsic load), stimulating cognitive processing for long-term memory storage (germane load), and minimizing irrelevant distracters (extraneous load). Narrative comments could also be classified as representing intrinsic, extraneous, or germane load, which provided specific directions for ongoing quality improvement. These results demonstrate that a cognitive load theory approach to workshop design and evaluation is feasible and useful in the context of medical education.

Motor cognition-motor semantics: action perception theory of cognition and communication.

Science.gov (United States)

Pulvermüller, Friedemann; Moseley, Rachel L; Egorova, Natalia; Shebani, Zubaida; Boulenger, Véronique

2014-03-01

A new perspective on cognition views cortical cell assemblies linking together knowledge about actions and perceptions not only as the vehicles of integrated action and perception processing but, furthermore, as a brain basis for a wide range of higher cortical functions, including attention, meaning and concepts, sequences, goals and intentions, and even communicative social interaction. This article explains mechanisms relevant to mechanistic action perception theory, points to concrete neuronal circuits in brains along with artificial neuronal network simulations, and summarizes recent brain imaging and other experimental data documenting the role of action perception circuits in cognition, language and communication. © 2013 Published by Elsevier Ltd.

Antecedents of emotions in elite athletes: a cognitive motivational relational theory perspective.

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Uphill, Mark A; Jones, Marc V

2007-03-01

Cognitive motivational relational theory suggests that cognitive appraisals or core relational themes (a composite summary of appraisal components) represent the proximal determinants of athletes' emotions. Semistructured interviews with 12 current international athletes (1 woman and 11 men) ages 19 to 37 years (M age = 27 years, SD = 6.03), representing a range of sports (badminton, golf rugby union, athletics, archery, sailing, and snooker) explored the association between athletes' appraisals and emotions. Concurrent inductive and deductive content analyses suggested that primary and secondary appraisal components (goal relevance, goal congruence, ego-involvement, blame/credit, coping potential, future expectations) were associated with a range of emotions: anger anxiety, guilt, happiness, pride, relief sadness, and shame. A hierarchical content analysis provided some support for Lazarus' (1991) core relational themes. Limitations and applications of this study are discussed.

From Iser to Turner and beyond: reception theory meets cognitive criticism

Directory of Open Access Journals (Sweden)

Craig Hamilton

2012-01-01

Full Text Available In this essay, we review the work of Wolfgang Iser, the major proponent of reception theory, and Mark Turner, the major proponent of cognitive criticism. The two theoretical lines advocated by Iser and Turner focus on the cognitive processes involved with reading literary texts. Unfortunately, bibliographic blind spots in both lines lead to the assumption that there is little overlap between reception theory and cognitive criticism. We put this assumption to rest by comparing and contrasting works by Iser and Turner in detail, starting with Iser’s work in the mid-1970s and ending with Turner’s work in the late 1990s.

Interactive Team Cognition

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Cooke, Nancy J.; Gorman, Jamie C.; Myers, Christopher W.; Duran, Jasmine L.

2013-01-01

Cognition in work teams has been predominantly understood and explained in terms of shared cognition with a focus on the similarity of static knowledge structures across individual team members. Inspired by the current zeitgeist in cognitive science, as well as by empirical data and pragmatic concerns, we offer an alternative theory of team…

Reducing Bullying: Application of Social Cognitive Theory

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Swearer, Susan M.; Wang, Cixin; Berry, Brandi; Myers, Zachary R.

2014-01-01

Social cognitive theory (SCT) is an important heuristic for understanding the complexity of bullying behaviors and the social nature of involvement in bullying. Bullying has been heralded as a social relationship problem, and the interplay between the individual and his or her social environment supports this conceptualization. SCT has been used…

The Concept of the Moral Domain in Moral Foundations Theory and Cognitive Developmental Theory: Horses for Courses?

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Maxwell, Bruce; Beaulac, Guillaume

2013-01-01

Moral foundations theory chastises cognitive developmental theory for having foisted on moral psychology a restrictive conception of the moral domain which involves arbitrarily elevating the values of justice and caring. The account of this negative influence on moral psychology, referred to in the moral foundations theory literature as the…

Understanding and Remediating Social-Cognitive Dysfunctions in Patients with Serious Mental Illness Using Relational Frame Theory.

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Hendriks, Annemieke L; Barnes-Holmes, Yvonne; McEnteggart, Ciara; De Mey, Hubert R A; Janssen, Gwenny T L; Egger, Jos I M

2016-01-01

Impairments in social cognition and perspective-taking play an important role in the psychopathology and social functioning of individuals with social anxiety, autism, or schizophrenia-spectrum disorders, among other clinical presentations. Perspective-taking has mostly been studied using the concept of Theory of Mind (ToM), which describes the sequential development of these skills in young children, as well as clinical populations experiencing perspective-taking difficulties. Several studies mention positive results of ToM based training programs; however, the precise processes involved in the achievement of these improvements are difficult to determine. Relational Frame Theory (RFT) is a modern behavioral account of complex cognitive functions, and is argued to provide a more precise approach to the assessment and training of perspective-taking, among other relational skills. Results of RFT-based studies of perspective-taking in developmental and clinical settings are discussed. The development of training methods targeting perspective-taking deficits from an RFT point of view appears to provide promising applications for the enhancement of current treatments of people with social-cognitive dysfunctions.

Social Cognition: David Elkind's Theory of Adolescent Egocentrism.

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Muuss, Rolf E.

1982-01-01

Discusses the concept of egocentrism and its relation to cognitive development. Describes the major stages of egocentrism: sensori-motor, preoperational, concrete operational, and adolescent egocentrism. Focuses on research support for the theory of adolescent egocentrism. Discusses educational implications. (RC)

Determinants of physical activity among people with spinal cord injury: a test of social cognitive theory.

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Ginis, Kathleen A Martin; Latimer, Amy E; Arbour-Nicitopoulos, Kelly P; Bassett, Rebecca L; Wolfe, Dalton L; Hanna, Steven E

2011-08-01

Little theory-based research has focused on understanding and increasing physical activity among people with physical disabilities. Testing a social cognitive theory-based model of determinants is important for identifying variables to target in physical activity-enhancing interventions. The aim of this study is to examine Social Cognitive Theory variables as predictors of physical activity among people living with spinal cord injury. Structural equation modeling was used to test a model of Social Cognitive Theory predictors of physical activity (n=160). The model explained 39% of the variance in physical activity. Self-regulation was the only significant, direct predictor. Self-regulatory efficacy and outcome expectations had indirect effects, mediated by self-regulation. Social Cognitive Theory is useful for predicting physical activity in people with spinal cord injury. Self-regulation is the most potent Social Cognitive Theory predictor of physical activity in people with spinal cord injury. Self-regulation and its determinants should be targeted in physical activity-enhancing interventions.

Cognitive load theory, educational research, and instructional design; some food for thought

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de Jong, Anthonius J.M.

2010-01-01

Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The

Cognitive Activation Theory of Stress (CATS)

Science.gov (United States)

2011-04-01

of reciprocity occurs frequently under the following three conditions: (i) “dependency” (due to a lack of alternative choice in the labour market ...Box, N 5020 Bergen Norway SUMMARY This is a brief review of the Cognitive Activation Theory of Stress (CATS) (Ursin and Eriksen 2004), which offers...of Bergen Krinkelkroken 1 P.O. Box, N 5020 Bergen Norway 8. PERFORMING ORGANIZATION REPORT NUMBER 9. SPONSORING/MONITORING AGENCY NAME(S) AND

An approach to children's smoking behavior using social cognitive learning theory.

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Bektas, Murat; Ozturk, Candan; Armstrong, Merry

2010-01-01

This review article discusses the theoretical principles of social cognitive learning theory and children's risk-taking behavior of cigarette smoking, along with preventive initiatives. Social cognitive learning theorists examine the behavior of initiating and sustained smoking using a social systems approach. The authors discuss the reciprocal determinism aspect of the theory as applied to the importance of individual factors, and environment and behavioral interactions that influence smoking behavior. Included is the concept of vicarious capability that suggests that smoking behavior is determined in response to and interaction with feedback provided by the environment. The principle of self-regulatory capability asserts that people have control over their own behavior and thus that behavior change is possible. The principle of self-efficacy proposes that high level of self-efficacy of an individual may decrease the behavior of attempting to or continuing to smoke. Examples of initiatives to be undertaken in order to prevent smoking in accordance with social cognitive learning theory are presented at the end of each principle.

The Scientific Value of Cognitive Load Theory: A Research Agenda Based on the Structuralist View of Theories

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Gerjets, Peter; Scheiter, Katharina; Cierniak, Gabriele

2009-01-01

In this paper, two methodological perspectives are used to elaborate on the value of cognitive load theory (CLT) as a scientific theory. According to the more traditional critical rationalism of Karl Popper, CLT cannot be considered a scientific theory because some of its fundamental assumptions cannot be tested empirically and are thus not…

THEORY OF O.M. MEDUSHEVSKAYA’S COGNITIVE HISTORY: PRECISE KNOWLEDGE IN HUMANITIES AND PROFESSIONAL CHOICE OF ACADEMIC COMMUNITY

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Инна Николаевна Сабенникова

2015-12-01

Full Text Available The theory of cognitive history elaborated by Olga M. Medushevskaia (1922-2007 has obviously been the most important and influential paradigm in Russian philosophy of history and historiography since the collapse of the official Soviet version of Marxist-Leninist methodology at the end of the 20 th century. In this regard the author analyzes the main intellectual roots of the paradigm, its structure and influence on inter-disciplinary debates on the possibility of the precise and verifiable reconstruction of historical past. The author emphasizes the fundamental role of the cognitive theory in the current process of paradigm-change in Russian historiography, in the creation of new research areas, pedagogical practices and the establishment of new professional ethics of academic community.

The importance of theory in cognitive behavior therapy: a perspective of contextual behavioral science.

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Herbert, James D; Gaudiano, Brandon A; Forman, Evan M

2013-12-01

For the past 30 years, generations of scholars of cognitive behavior therapy (CBT) have expressed concern that clinical practice has abandoned the close links with theory that characterized the earliest days of the field. There is also a widespread assumption that a greater working knowledge of theory will lead to better clinical outcomes, although there is currently very little hard evidence to support this claim. We suggest that the rise of so-called "third generation" models of CBT over the past decade, along with the dissemination of statistical innovations among psychotherapy researchers, have given new life to this old issue. We argue that theory likely does matter to clinical outcomes, and we outline the future research that would be needed to address this conjecture. Copyright © 2013 Elsevier Ltd. All rights reserved.

Sound as Affective Design Feature in Multimedia Learning--Benefits and Drawbacks from a Cognitive Load Theory Perspective

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Königschulte, Anke

2015-01-01

The study presented in this paper investigates the potential effects of including non-speech audio such as sound effects into multimedia-based instruction taking into account Sweller's cognitive load theory (Sweller, 2005) and applied frameworks such as the cognitive theory of multimedia learning (Mayer, 2005) and the cognitive affective theory of…

Rethinking the Boundaries of Cognitive Load Theory in Complex Learning

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Kalyuga, Slava; Singh, Anne-Marie

2016-01-01

In the traditional framework of cognitive load theory, it is assumed that the acquisition of domain-specific knowledge structures (or schemas) is the only instructional goal, and therefore, the theory is applicable to any instructional task. Accordingly, the basic concepts of intrinsic (productive) and extraneous (unproductive) types of cognitive…

Applying Social Cognitive Theory in Coaching Athletes: The Power of Positive Role Models

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Connolly, Graeme J.

2017-01-01

The purpose of this article is to help coaches apply specific principles of psychology to the coaching process. More specifically, the work of Albert Bandura and his social cognitive theory form the basis for the article. This article begins with a brief overview of Bandura's social cognitive theory. It then examines four types of behaviors worthy…

Towards a common framework of grounded action cognition: Relating motor control, perception and cognition.

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Gentsch, Antje; Weber, Arne; Synofzik, Matthis; Vosgerau, Gottfried; Schütz-Bosbach, Simone

2016-01-01

The relation between motor control and action cognition - including action-related thoughts and action-related perception - has been subject to controversial discussions in the last three decades. During these decades, cognitive neuroscience has been increasingly confronted with a huge variety of different accounts trying to understand and explain the relation between these systems, their interdependencies and the mediating mechanisms by establishing notions such as "internal models", "simulation" or "shared representation". These accounts, however, include a large array of partly overlapping, partly contradictory theories using similar terms for different mechanisms and different terms for similar mechanisms. In the absence of a systematic work-up and comparison, this array of accounts and theories leads to confusion in the field, duplication of experimental work, and unconnected parallelism of theory formation within and between different disciplines. Here we provide a systematic comparison of current models and prospective theories that deal with the relation between cognition, perception and motor control mechanisms. In a second step, we propose "grounded action cognition" as a comprehensive metatheoretical framework which defines different hypothetical possibilities of the relations between these domains, offers systematic insights into current models and theories and last but not least may help to increase comparability of empirical research in the domain of action and action cognition. Copyright © 2015 Elsevier B.V. All rights reserved.

A systematic review of the evidence for impaired cognitive theory of mind in maltreated children

Directory of Open Access Journals (Sweden)

Xavier eBenarous

2015-07-01

Full Text Available Compared to the large number of studies exploring difficulties in emotion recognition in maltreated children, few (N=12 have explored the cognitive aspect of theory of mind, i.e., the ability to understand others’ thoughts and intentions. A systematic review of these studies shows inconsistent results regarding cognitive theory of mind tasks. Youths with a history of maltreatment are more likely to fail at false belief tasks (N=2. However, results are less conclusive regarding other tasks (perspective-taking tasks, N=4; and hostile attribution tasks, N=7. Additionally, only one study controlled for potential psychopathology. Measures of psychopathology and other cognitive abilities, in addition to theory of mind, are required to establish a specific association between maltreatment and the cognitive dimension of theory of mind.

Teacher’s Instructional Behaviour in Instructional Management at Elementary School Reviewed from Piaget’s Cognitive Development Theory

OpenAIRE

Eni Astuti Ni Putu

2018-01-01

This writing aimed at (1) describing the importance of teacher to review instructional management at elementary school based on Piaget’s cognitive development theory; and (2) describing teacher’s instructional behavior in managing instructional at elementary school reviewed from Piaget’s cognitive development theory. In general, Piaget’ cognitive development theory divides children’ cognitive development into four stages. In the elementary school ages of 7 to 11 or 12 years old, Piaget classi...

A Metaphor-Enriched Social Cognition

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Landau, Mark J.; Meier, Brian P.; Keefer, Lucas A.

2010-01-01

Social cognition is the scientific study of the cognitive events underlying social thought and attitudes. Currently, the field's prevailing theoretical perspectives are the traditional schema view and embodied cognition theories. Despite important differences, these perspectives share the seemingly uncontroversial notion that people interpret and…

Students' perceptions of motivation in high school biology class: Informing current theories

Science.gov (United States)

McManic, Janet A.

The purpose of this study was to investigate students' perceptions of motivation to achieve while participating in general level high school biology classes. In a national poll of teacher's attitudes, student's motivation was a top concern of teachers (Elam, 1989). The student's perceptions of motivation are important to understand if improvements and advancements in motivation are to be implemented in the science classroom. This qualitative study was conducted in an urban high school that is located in a major metropolitan area in the southeast of the United States. The student body of 1100 is composed of Caucasian, African-American, Hispanic, and Asian students. The focus question of the study was: What are students' perceptions of their motivation in biology class? From general level biology classes, purposeful sampling narrowed the participants to fifteen students. Semi-structured interviews were conducted with the participants having varying measurements of motivation on the Scale of Intrinsic versus Extrinsic Orientation in the Classroom (Harter, 1980). The interviews were recorded and transcribed. After transcription, the interviews were coded by the constant comparative method (Glaser & Strauss, 1967). The coded data of students' responses were analyzed and compared to current theories of motivation. The current theories are the social-cognitive model (Bandura, 1977), attribution theory (Weiner, 1979), basic needs theory (Maslow, 1954) and choice theory (Glasser, 1986). The results of this study support the social cognitive model of motivation (Bandura, 1977) through the description of family structure and its relationship to motivation (Gonzalez, 2002). The study upheld previous research in that extrinsic orientation was shown to be prevalent in older students (Harter, 1981; Anderman & Maehr, 1994). In addition, the students' responses disclosed the difficulties encountered in studying biology. Students expressed the opinion that biology terms are

Affordances in activity theory and cognitive systems engineering

DEFF Research Database (Denmark)

Albrechtsen, H.; Andersen, H.H.K.; Bødker, S.

2001-01-01

on design for low level interaction modalities. To incorporate the concept of affordances in the design of human computer interaction it is necessary to systematically unravel affordances that supporthuman action possibilities. Furthermore, it is a necessity that Gibson's theory of affordances...... is supplemented by careful analyses of other human modalities and activities than visual perception. Within HMI two well established perspectives on HMI,Activity Theory (AT) and Cognitive Systems Engineering (CSE), have discussed such analyses and design of action possibilities focusing on providing computer...... to cover deeper semantic and pragmatic aspects of the ecology of work, as compared with the previous applications of Gibson's theory in HMI....

Cognitive Load Theory, Educational Research, and Instructional Design: Some Food for Thought

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de Jong, Ton

2010-01-01

Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems…

‘Weakest Link’ as a Cognitive Vulnerability Within the Hopelessness Theory of Depression in Chinese University Students

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Xiao, Jing; Qiu, Yu; He, Yini; Cui, Lixia; Auerbach, Randy P.; McWhinnie, Chad M.; Yao, Shuqiao

2015-01-01

The current study tested the cognitive vulnerability–stress component of hopelessness theory using a ‘weakest link’ approach (e.g. an individual is as cognitively vulnerable to depression as his or her most depressogenic attributional style makes him or her) in a sample of Chinese university students. Participants included 520 students in Changsha. During an initial assessment, participants completed measures assessing weakest link, depressive symptoms and occurrence of negative events once a month for 6 months. Results from hierarchical linear modelling analyses showed that higher levels of weakest link scores were associated with greater increases in depressive symptoms following the occurrence of negative events. Higher weakest link level was associated with greater increases in depressive symptoms over time. These results provide support for the applicability of the ‘weakest link’ approach to the hopelessness theory to Chinese university students. PMID:24639362

Recognizing Variable Environments The Theory of Cognitive Prism

CERN Document Server

Dong, Tiansi

2012-01-01

Normal adults do not have any difficulty in recognizing their homes. But can artificial systems do in the same way as humans? This book collects interdisciplinary evidences and presents an answer from the perspective of computing, namely, the theory of cognitive prism. To recognize an environment, an intelligent system only needs to classify objects, structures them based on the connection relation (not through measuring!), subjectively orders the objects, and compares with the target environment, whose knowledge is similarly structured. The intelligent system works, therefore, like a prism: when a beam of light (a scene) reaches (is perceived) to an optical prism (by an intelligent system), some light (objects) is reflected (are neglected), those passed through (the recognized objects) are distorted (are ordered differently). So comes the term 'cognitive prism'! Two fundamental propositions used in the theory can be informally stated as follow: an orientation relation is a kind of distance comparison relatio...

Theory of mind correlates with clinical insight but not cognitive insight in patients with schizophrenia.

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Zhang, Qi; Li, Xu; Parker, Giverny J; Hong, Xiao-Hong; Wang, Yi; Lui, Simon S Y; Neumann, David L; Cheung, Eric F C; Shum, David H K; Chan, Raymond C K

2016-03-30

Research on the relationship between insight and social cognition, in particular Theory of Mind (ToM), in schizophrenia has yielded mixed findings to date. Very few studies, however, have assessed both clinical insight and cognitive insight when examining their relationships with ToM in schizophrenia. The current study thus investigated the relationship between clinical insight, cognitive insight, and ToM in a sample of 56 patients with schizophrenia and 30 healthy controls. Twenty-seven patients were classified as low in clinical insight according to their scores on the 'insight' item (G12) of the Positive and Negative Syndrome Scale (PANSS). Moreover, cognitive insight and ToM were assessed with the Beck Cognitive Insight Scale (BCIS) and the Yoni task, respectively. The results indicated that patients with poor clinical insight performed worse on tasks of second-order cognitive and affective ToM, while the ToM performance of patients with high clinical insight was equivalent to that of healthy controls. Furthermore, while clinical insight was correlated with ToM and clinical symptoms, cognitive insight did not correlate with clinical insight, ToM, or clinical symptoms. Clinical insight thus appears to be an important factor related to ToM in schizophrenia. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Cognitive Metaphor Theory and the Metaphysics of Immediacy

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Madsen, Mathias W.

2016-01-01

One of the core tenets of cognitive metaphor theory is the claim that metaphors ground abstract knowledge in concrete, first-hand experience. In this paper, I argue that this grounding hypothesis contains some problematic conceptual ambiguities and, under many reasonable interpretations, empirical difficulties. I present evidence that there are…

Cognitive rehabilitation of episodic memory disorders: from theory to practice

OpenAIRE

Radek Ptak; Radek Ptak; Martial Van Der Linden; Armin Schnider; Armin Schnider

2010-01-01

Memory disorders are among the most frequent and most debilitating cognitive impairments following acquired brain damage. Cognitive remediation strategies attempt to restore lost memory capacity, provide compensatory techniques or teach the use of external memory aids. Memory rehabilitation has strongly been influenced by memory theory, and the interaction between both has stimulated the development of techniques such as spaced retrieval, vanishing cues or errorless learning. These techniques...

Cognitive Rehabilitation of Episodic Memory Disorders: From Theory to Practice

OpenAIRE

Ptak, Radek; der Linden, Martial Van; Schnider, Armin

2010-01-01

Memory disorders are among the most frequent and most debilitating cognitive impairments following acquired brain damage. Cognitive remediation strategies attempt to restore lost memory capacity, provide compensatory techniques or teach the use of external memory aids. Memory rehabilitation has strongly been influenced by memory theory, and the interaction between both has stimulated the development of techniques such as spaced retrieval, vanishing cues or errorless learning. These techniques...

THREE THEORIES OF COGNITIVE REPRESENTATION AND CRITERIA FOR EVALUATING TRAINING EFFECTS

NARCIS (Netherlands)

Tomic, W.; Kingma, J.

2008-01-01

The development of cognitive representation is the main theme of the three classic theories on how children learn new concepts (Piaget, Bruner, Vygotsky). However, these theories do not agree on evaluation standards for training effectiveness. According to Piaget, it is only when stringent criteria

Representation theory of current algebra and conformal field theory on Riemann surfaces

International Nuclear Information System (INIS)

Yamada, Yasuhiko

1989-01-01

We study conformal field theories with current algebra (WZW-model) on general Riemann surfaces based on the integrable representation theory of current algebra. The space of chiral conformal blocks defined as solutions of current and conformal Ward identities is shown to be finite dimensional and satisfies the factorization properties. (author)

Using tDCS to Explore the Role of the Right Temporo-Parietal Junction in Theory of Mind and Cognitive Empathy.

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Mai, Xiaoqin; Zhang, Wenli; Hu, Xinmu; Zhen, Zhen; Xu, Zhenhua; Zhang, Jing; Liu, Chao

2016-01-01

The right temporo-parietal junction (rTPJ) is thought to be closely related to theory of mind (ToM) and cognitive empathy. In the present study, we investigated whether these socio-cognitive abilities could be modulated with non-invasive transcranial direct current stimulation (tDCS) of the rTPJ. Participants received anodal (excitatory), cathodal (inhibitory), or sham stimulation before performing a social cognitive task which included inferring other's intention (the ToM condition) and inferring other's emotion (the cognitive empathy condition). Our results showed that the accuracy of both ToM and cognitive empathy decreased after receiving the cathodal stimulation, suggesting that altering the cortical excitability in the rTPJ could influence human's socio-cognitive abilities. The results of this study emphasize the critical role of the rTPJ in ToM and cognitive empathy and demonstrate that these socio-cognitive abilities could be modulated by the tDCS.

Conspiracy theories as quasi-religious mentality: an integrated account from cognitive science, social representations theory, and frame theory.

Science.gov (United States)

Franks, Bradley; Bangerter, Adrian; Bauer, Martin W

2013-01-01

Conspiracy theories (CTs) can take many forms and vary widely in popularity, the intensity with which they are believed and their effects on individual and collective behavior. An integrated account of CTs thus needs to explain how they come to appeal to potential believers, how they spread from one person to the next via communication, and how they motivate collective action. We summarize these aspects under the labels of stick, spread, and action. We propose the quasi-religious hypothesis for CTs: drawing on cognitive science of religion, social representations theory, and frame theory. We use cognitive science of religion to describe the main features of the content of CTs that explain how they come to stick: CTs are quasi-religious representations in that their contents, forms and functions parallel those found in beliefs of institutionalized religions. However, CTs are quasi-religious in that CTs and the communities that support them, lack many of the institutional features of organized religions. We use social representations theory to explain how CTs spread as devices for making sense of sudden events that threaten existing worldviews. CTs allow laypersons to interpret such events by relating them to common sense, thereby defusing some of the anxiety that those events generate. We use frame theory to explain how some, but not all CTs mobilize collective counter-conspiratorial action by identifying a target and by proposing credible and concrete rationales for action. We specify our integrated account in 13 propositions.

Representation theory of lattice current algebras

International Nuclear Information System (INIS)

Alekseev, A.Yu.; Eidgenoessische Technische Hochschule, Zurich; Faddeev, L.D.; Froehlich, L.D.; Schomerus, V.; Kyoto Univ.

1996-04-01

Lattice current algebras were introduced as a regularization of the left-and right moving degrees of freedom in the WZNW model. They provide examples of lattice theories with a local quantum symmetry U q (G). Their representation theory is studied in detail. In particular, we construct all irreducible representations along with a lattice analogue of the fusion product for representations of the lattice current algebra. It is shown that for an arbitrary number of lattice sites, the representation categories of the lattice current algebras agree with their continuum counterparts. (orig.)

Explaining focal points: Cognitive hierarchy theory versus team reasoning

OpenAIRE

Bardsley, Nicholas; Mehta, Judith; Starmer, Chris; Sugden, Robert

2008-01-01

This paper reports experimental tests of two alternative explanations of how players use focal points to select equilibria in one-shot coordination games. Cognitive hierarchy theory explains coordination as the result of common beliefs about players’ pre-reflective inclinations towards the relevant strategies; the theory of team reasoning explains it as the result of the players’ using a non-standard form of reasoning. We report two experiments. One finds strong support for team reasoning; th...

Authentic Leadership, Social Cognitive Theory, and Character Education: The Transforming of Theories Into Practices

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Banks, Jerome; Mhunpiew, Nathara

2012-01-01

Character development must balance academic achievement. International school environments are diverse and multicultural settings, containing a learning-focused culture. This investigation constructs the sophisticated elements of authentic leadership and the complexities of the social cognitive theory as factors that produce a practical approach…

Implementing software based on relation frame theory to develop and increase relational cognitive skills

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Presti, Giovambattista; Messina, Concetta; Mongelli, Francesca; Sireci, Maria Josè; Collotta, Mario

2017-11-01

Relational Frame Theory is a post-skinnerian theory of language and cognition based on more than thirty years of basic and applied research. It defines language and cognitive skills as an operant repertoire of responses to arbitrarily related stimuli specific, as far as is now known, of the human species. RFT has been proved useful in addressing cognitive barriers to human action in psychotherapy and also improving children skills in reading, IQ testing, and in metaphoric and categorical repertoires. We present a frame of action where RFT can be used in programming software to help autistic children to develop cognitive skills within a developmental vision.

Research on Cognitive Load Theory and its Design Implications for E-Learning

NARCIS (Netherlands)

Van Merriënboer, Jeroen; Ayres, Paul

2007-01-01

This introduction to the special issue provides a context for the contributing articles. For readers who are not familiar with Cognitive Load Theory (CLT), it provides a very brief description of assumptions regarding memory systems and learning processes, different types of cognitive load

Social cognitive theory, metacognition, and simulation learning in nursing education.

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Burke, Helen; Mancuso, Lorraine

2012-10-01

Simulation learning encompasses simple, introductory scenarios requiring response to patients' needs during basic hygienic care and during situations demanding complex decision making. Simulation integrates principles of social cognitive theory (SCT) into an interactive approach to learning that encompasses the core principles of intentionality, forethought, self-reactiveness, and self-reflectiveness. Effective simulation requires an environment conducive to learning and introduces activities that foster symbolic coding operations and mastery of new skills; debriefing builds self-efficacy and supports self-regulation of behavior. Tailoring the level of difficulty to students' mastery level supports successful outcomes and motivation to set higher standards. Mindful selection of simulation complexity and structure matches course learning objectives and supports progressive development of metacognition. Theory-based facilitation of simulated learning optimizes efficacy of this learning method to foster maturation of cognitive processes of SCT, metacognition, and self-directedness. Examples of metacognition that are supported through mindful, theory-based implementation of simulation learning are provided. Copyright 2012, SLACK Incorporated.

Cognitive rehabilitation of episodic memory disorders: from theory to practice

Directory of Open Access Journals (Sweden)

Radek Ptak

2010-07-01

Full Text Available Memory disorders are among the most frequent and most debilitating cognitive impairments following acquired brain damage. Cognitive remediation strategies attempt to restore lost memory capacity, provide compensatory techniques or teach the use of external memory aids. Memory rehabilitation has strongly been influenced by memory theory, and the interaction between both has stimulated the development of techniques such as spaced retrieval, vanishing cues or errorless learning. These techniques partly rely on implicit memory and therefore enable even patients with dense amnesia to acquire new information. However, knowledge acquired in this way is often strongly domain-specific and inflexible. In addition, individual patients with amnesia respond differently to distinct interventions. The factors underlying these differences have not yet been identified. Behavioural management of memory failures therefore often relies on a careful description of environmental factors and measurement of associated behavioural disorders such as unawareness of memory failures. The current evidence suggests that patients with less severe disorders benefit from self-management techniques and mnemonics whereas rehabilitation of severely amnesic patients should focus on behaviour management, the transmission of domain-specific knowledge through implicit memory processes and the compensation for memory deficits with memory aids.

An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks

NARCIS (Netherlands)

G.W.C. Paas (Fred); J. Sweller (John)

2012-01-01

textabstractCognitive load theory is intended to provide instructional strategies derived from experimental, cognitive load effects. Each effect is based on our knowledge of human cognitive architecture, primarily the limited capacity and duration of a human working memory. These limitations are

Understanding Knowledge Sharing between IT Professionals--An Integration of Social Cognitive and Social Exchange Theory

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Tsai, Ming-Tien; Cheng, Nai-Chang

2012-01-01

The research includes various constructs based on social exchange theory and social cognitive theory. This study mainly explored the relationships among organisational justice, trust, commitment and knowledge-sharing cognition and verified their mediating effects through two variables of trust and commitment. A survey utilising a questionnaire was…

Science Education for Women: Situated Cognition, Feminist Standpoint Theory, and the Status of Women in Science

Science.gov (United States)

Pinnick, Cassandra L.

2008-01-01

This paper examines the relation between situated cognition theory in science education, and feminist standpoint theory in philosophy of science. It shows that situated cognition is an idea borrowed from a long since discredited philosophy of science. It argues that feminist standpoint theory ought not be indulged as it is a failed challenge to…

The evolution of cognitive load theory and its application to medical education

NARCIS (Netherlands)

Leppink, Jimmie; van den Heuvel, Angelique

Cognitive Load Theory (CLT) has started to find more applications in medical education research. Unfortunately, misconceptions such as lower cognitive load always being beneficial to learning and the continued use of dated concepts and methods can result in improper applications of CLT principles in

Ancient and Current Chaos Theories

Directory of Open Access Journals (Sweden)

Güngör Gündüz

2006-07-01

Full Text Available Chaos theories developed in the last three decades have made very important contributions to our understanding of dynamical systems and natural phenomena. The meaning of chaos in the current theories and in the past is somewhat different from each other. In this work, the properties of dynamical systems and the evolution of chaotic systems were discussed in terms of the views of ancient philosophers. The meaning of chaos in Anaximenes’ philosophy and its role in the Ancient natural philosophy has been discussed in relation to other natural philosophers such as of Anaximander, Parmenides, Heraclitus, Empedocles, Leucippus (i.e. atomists and Aristotle. In addition, the fundamental concepts of statistical mechanics and the current chaos theories were discussed in relation to the views in Ancient natural philosophy. The roots of the scientific concepts such as randomness, autocatalysis, nonlinear growth, information, pattern, etc. in the Ancient natural philosophy were investigated.

Social cognitive theories used to explain physical activity behavior in adolescents: a systematic review and meta-analysis.

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Plotnikoff, Ronald C; Costigan, Sarah A; Karunamuni, Nandini; Lubans, David R

2013-05-01

To systematically review and examine the explanatory power of key social-cognitive theories used to explain physical activity (PA) intention and behavior, among adolescents. A systematic review and meta-analysis of the literature was performed using the electronic databases Medline, Cumulative Index to Nursing and Allied Health Literature, SPORTdiscus, EBSCO and Education Resources Information Center, Proquest Education Journals Collection, Science Direct, Web of Science and Scopus for social-cognitive theories (i.e., Health Promotion Model, Theory of Planned Behavior, Theory of Reasoned Action, Protection Motivation Theory, Social Cognitive Theory/Self-Efficacy Theory, Health Belief Model, Self-Determination Theory, Transtheoretical Model) used to explain PA intention and behavior. Related keywords in titles, abstracts, or indexing fields were searched. Twenty-three studies satisfied the inclusion criteria and were retained for data extraction and analysis; 16 were cross-sectional studies and seven were longitudinal studies. Most studies employed self-report measures. In general, the models explained greater proportions of variance for intention compared to behavior. The meta-analyses revealed 33% and 48% of the variance respectively for PA and intention were explained by social cognitive models. Few studies have tested the predictive capacity of social cognitive theories to explain objectively measured PA. The majority of PA variance remains unexplained and more theoretical research is needed. Copyright © 2013 Elsevier Inc. All rights reserved.

Current conserving theory at the operator level

Science.gov (United States)

Yuan, Jiangtao; Wang, Yin; Wang, Jian

The basic assumption of quantum transport in mesoscopic systems is that the total charge inside the scattering region is zero. This means that the potential deep inside reservoirs is effectively screened and therefore the electric field at interface of scattering region is zero. Thus the current conservation condition can be satisfied automatically which is an important condition in mesoscopic transport. So far the current conserving ac theory is well developed by considering the displacement current which is due to Coulomb interaction if we just focus on the average current. However, the frequency dependent shot noise does not satisfy the conservation condition since we do not consider the current conservation at the operator level. In this work, we formulate a generalized current conserving theory at the operator level using non-equilibrium Green's function theory which could be applied to both average current and frequency dependent shot noise. A displacement operator is derived for the first time so that the frequency dependent correlation of displacement currents could be investigated. Moreover, the equilibrium shot noise is investigated and a generalized fluctuation-dissipation relationship is presented.

Alteration of affective Theory of Mind in amnestic mild cognitive impairment.

Science.gov (United States)

Poletti, Michele; Bonuccelli, Ubaldo

2013-03-01

The concept of amnestic mild cognitive impairment (aMCI) concerns a population of older individuals at high risk of developing probable Alzheimer's disease (AD). Impairments of the cognitive component of Theory of Mind (ToM), that is the inference about other people's beliefs, have been well documented in AD; on the contrary, controversial findings have been reported on the affective component of ToM (inference about other's feelings), a process mainly based on medial portions of the prefrontal cortex. The current study aimed at evaluating the affective component of ToM in aMCI subjects. Twenty aMCI subjects and 20 age-matched healthy controls (HC) underwent a standard neuropsychological assessment and the assessment of affective ToM with the full 36-item version of reading the mind in the eyes (RME). Although aMCI subjects had formal impaired performances only in memory tasks, HC outperformed aMCI subjects in several cognitive tasks, including also the RME (mean RME scores 21.7 ± 3.0 vs. 17.0 ± 3.8%; 60.3% of correct answers vs. 47.2%). The lower RME performance of aMCI patients provides the first empirical evidence that aMCI may be associated with difficulties in tasks of affective ToM, in accordance with recent findings of early difficulties of aMCI patients in other processes that are mainly dependent on the medial prefrontal cortex, such as reversal learning and decision making under ambiguity. Findings of the current study need further empirical confirmation in larger samples of aMCI patients and also the investigation of other MCI subtypes is needed. © 2012 The British Psychological Society.

Dual-Process Theories of Higher Cognition: Advancing the Debate.

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Evans, Jonathan St B T; Stanovich, Keith E

2013-05-01

Dual-process and dual-system theories in both cognitive and social psychology have been subjected to a number of recently published criticisms. However, they have been attacked as a category, incorrectly assuming there is a generic version that applies to all. We identify and respond to 5 main lines of argument made by such critics. We agree that some of these arguments have force against some of the theories in the literature but believe them to be overstated. We argue that the dual-processing distinction is supported by much recent evidence in cognitive science. Our preferred theoretical approach is one in which rapid autonomous processes (Type 1) are assumed to yield default responses unless intervened on by distinctive higher order reasoning processes (Type 2). What defines the difference is that Type 2 processing supports hypothetical thinking and load heavily on working memory. © The Author(s) 2013.

Preparing Ex-Offenders for Work: Applying the Self-Determination Theory to Social Cognitive Career Counseling

Science.gov (United States)

Johnson, Kaprea F.

2013-01-01

Ex-offenders, persons with criminal and limited job histories, are being released into communities every year. Social cognitive career theory (SCCT) focuses on several cognitive-person variables and on the interaction effect with the environment. Conceptually, the author views the integration of SCCT and the self-determination theory as a…

Self-efficacy, values, and complementarity in dyadic interactions: integrating interpersonal and social-cognitive theory.

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Locke, Kenneth D; Sadler, Pamela

2007-01-01

Dyadic interactions were analyzed using constructs from social-cognitive theory (self-efficacy and subjective values) and interpersonal theory (interpersonal circumplex [IPC] and complementarity). In Study 1, the authors developed a measure of efficacy for interpersonal actions associated with each IPC region--the Circumplex Scales of Interpersonal Efficacy (CSIE). In Study 2, the authors used the CSIE and the Circumplex Scales of Interpersonal Values (which assesses the subjective value of interpersonal events associated with each IPC region) to predict the dominance expressed and satisfaction experienced by members of 101 same-sex dyads trying to solve a murder mystery. Structural equation modeling analyses supported both social-cognitive and interpersonal theory. A social-cognitive person-variable (dominance efficacy) and an interpersonal dyadic-variable (reciprocity) together predicted dominant behaviors. Likewise, both a social-cognitive variable (friendliness values) and an interpersonal variable (correspondence of friendliness efficacy) predicted satisfaction. Finally, both shared performance outcomes and dynamic interpersonal processes predicted convergence of collective efficacy beliefs within dyads.

Cognitive performance modeling based on general systems performance theory.

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Kondraske, George V

2010-01-01

General Systems Performance Theory (GSPT) was initially motivated by problems associated with quantifying different aspects of human performance. It has proved to be invaluable for measurement development and understanding quantitative relationships between human subsystem capacities and performance in complex tasks. It is now desired to bring focus to the application of GSPT to modeling of cognitive system performance. Previous studies involving two complex tasks (i.e., driving and performing laparoscopic surgery) and incorporating measures that are clearly related to cognitive performance (information processing speed and short-term memory capacity) were revisited. A GSPT-derived method of task analysis and performance prediction termed Nonlinear Causal Resource Analysis (NCRA) was employed to determine the demand on basic cognitive performance resources required to support different levels of complex task performance. This approach is presented as a means to determine a cognitive workload profile and the subsequent computation of a single number measure of cognitive workload (CW). Computation of CW may be a viable alternative to measuring it. Various possible "more basic" performance resources that contribute to cognitive system performance are discussed. It is concluded from this preliminary exploration that a GSPT-based approach can contribute to defining cognitive performance models that are useful for both individual subjects and specific groups (e.g., military pilots).

[Cognitive and affective theory of mind in Lewy body dementia: A preliminary study].

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Heitz, C; Vogt, N; Cretin, B; Philippi, N; Jung, B; Phillipps, C; Blanc, F

2015-04-01

'Theory of Mind' refers to the ability to attribute mental states, thoughts (cognitive component) or feelings (affective component), to others. This function has been studied in many neurodegenerative diseases; however, to our knowledge no studies investigating theory of mind in dementia with Lewy Bodies (DLB) have been published. The aim of our study was to search theory of mind deficits in patients with DLB. Seven patients with DLB (DLB group), at the stage of mild dementia or mild cognitive impairments, and seven healthy elderly adults (control group) were included in the study. After a global cognitive assessment, we used the Faux Pas Recognition test to assess the cognitive component of theory of mind, and the Reading the Mind in the Eyes test for the assessment of affective component. We found a significant difference between the two groups for the Faux Pas test with an average score of 35.6 for the DLB group and 48.3 for the control group (P=0.04). Scores were particularly low in the DLB group for the last question of the test concerning empathy (42.9% versus 85%, P=0.01). There was not a significant difference between the two groups for the Reading the Mind in the Eyes test (P=0.077). This preliminary study showed early impairments of theory of mind in the DLB. The cognitive component seems more affected than the affective component in this pathology. This pattern is consistent with the pattern found in Parkinson's disease, but differs from other neurodegenerative diseases as Alzheimer's disease or frontotemporal lobe dementia. These patterns may help to differentiate DLB from these diseases. Further study is needed to confirm these results and to compare with other dementias. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

Rational adaptation under task and processing constraints: implications for testing theories of cognition and action.

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Howes, Andrew; Lewis, Richard L; Vera, Alonso

2009-10-01

The authors assume that individuals adapt rationally to a utility function given constraints imposed by their cognitive architecture and the local task environment. This assumption underlies a new approach to modeling and understanding cognition-cognitively bounded rational analysis-that sharpens the predictive acuity of general, integrated theories of cognition and action. Such theories provide the necessary computational means to explain the flexible nature of human behavior but in doing so introduce extreme degrees of freedom in accounting for data. The new approach narrows the space of predicted behaviors through analysis of the payoff achieved by alternative strategies, rather than through fitting strategies and theoretical parameters to data. It extends and complements established approaches, including computational cognitive architectures, rational analysis, optimal motor control, bounded rationality, and signal detection theory. The authors illustrate the approach with a reanalysis of an existing account of psychological refractory period (PRP) dual-task performance and the development and analysis of a new theory of ordered dual-task responses. These analyses yield several novel results, including a new understanding of the role of strategic variation in existing accounts of PRP and the first predictive, quantitative account showing how the details of ordered dual-task phenomena emerge from the rational control of a cognitive system subject to the combined constraints of internal variance, motor interference, and a response selection bottleneck.

Social theory and the cognitive-emotional brain.

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Verweij, Marco; Senior, Timothy J

2015-01-01

Pessoa's (2013) arguments imply that various leading approaches in the social sciences have not adequately conceptualized how emotion and cognition influence human decision making and social behavior. This is particularly unfortunate, as these approaches have been central to the efforts to build bridges between neuroscience and the social sciences. We argue that it would be better to base these efforts on other social theories that appear more compatible with Pessoa's analysis of the brain.

Social Cognitive Theory in Mobile Banking Innovations

OpenAIRE

Vanessa Ratten

2011-01-01

This paper examines the behavior Australian youths have toward mobile banking. Social cognitive theory is the theoretical framework in which a conceptual model is empirically tested. The conceptual model includes five constructs (media, modeling, outcome expectancy, learning orientation and entrepreneurial orientation), which are proposed to influence an individual’s intention to adopt mobile banking. The conceptual model is tested in a sample of Australian youths and the analysis supports ...

Perspectives on depressive realism: implications for cognitive theory of depression.

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Haaga, D A; Beck, A T

1995-01-01

Beck's cognitive theory of depression has provided a successful description of depressive thinking, with one major exception. The hypothesis that depressed people show biased negative thinking seems contradicted by research indicating that Ss scoring 9 or above on the Beck Depression Inventory were more accurate than their nondepressed counterparts in judging contingencies between their responses and outcomes, seemingly showing "depressive realism". Depressive realism research has attracted attention in numerous areas of psychology, along with critical commentary focused on such issues as whether realism is limited to mild depressive states, whether laboratory tasks are sufficient to document realism, and whether realism is a general characteristic of either depressed or nondepressed people. We analyze the main critiques and show how debates about depressive realism can be heuristic for refinement of cognitive theory of depression.

Bridging the gap between neurocognitive processing theory and performance validity assessment among the cognitively impaired: a review and methodological approach.

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Leighton, Angela; Weinborn, Michael; Maybery, Murray

2014-10-01

Bigler (2012) and Larrabee (2012) recently addressed the state of the science surrounding performance validity tests (PVTs) in a dialogue highlighting evidence for the valid and increased use of PVTs, but also for unresolved problems. Specifically, Bigler criticized the lack of guidance from neurocognitive processing theory in the PVT literature. For example, individual PVTs have applied the simultaneous forced-choice methodology using a variety of test characteristics (e.g., word vs. picture stimuli) with known neurocognitive processing implications (e.g., the "picture superiority effect"). However, the influence of such variations on classification accuracy has been inadequately evaluated, particularly among cognitively impaired individuals. The current review places the PVT literature in the context of neurocognitive processing theory, and identifies potential methodological factors to account for the significant variability we identified in classification accuracy across current PVTs. We subsequently evaluated the utility of a well-known cognitive manipulation to provide a Clinical Analogue Methodology (CAM), that is, to alter the PVT performance of healthy individuals to be similar to that of a cognitively impaired group. Initial support was found, suggesting the CAM may be useful alongside other approaches (analogue malingering methodology) for the systematic evaluation of PVTs, particularly the influence of specific neurocognitive processing components on performance.

An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks

Science.gov (United States)

Paas, Fred; Sweller, John

2012-01-01

Cognitive load theory is intended to provide instructional strategies derived from experimental, cognitive load effects. Each effect is based on our knowledge of human cognitive architecture, primarily the limited capacity and duration of a human working memory. These limitations are ameliorated by changes in long-term memory associated with…

Student Teacher Challenges: Using the Cognitive Load Theory as an Explanatory Lens

Science.gov (United States)

Moos, Daniel C.; Pitton, Debra

2014-01-01

Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related…

Promoting fruit and vegetable consumption among students: a randomized controlled trial based on social cognitive theory.

Science.gov (United States)

Najimi, Arash; Ghaffari, Mohtasham

2013-10-01

To assess the effectiveness of an educational intervention based on social cognitive theory on increasing consumption of fruit and vegetable among Grade 4 students. The randomised study was conducted in Isfahan, Iran, during 2011 and comprised 138 students, who were randomly divided into intervention and control groups. Data was collected at the beginning and three months after the intervention. A self-administered questionnaire based on constructs of social cognitive theory and food consumption was used. Theory-based nutrition education was imparted on the intervention group. Data was analysed using SPSS 15 and appropriate statistical tests. The intervention group had 68 (49.27%) subjects, while there were 70 (50.72%) controls. After the intervention, mean scores of behavioural capability (p social support (p = 0.03), and observational learning (p = 0.002) had significantly improved in the intervention group. Nutritional behaviour also showed significant improvement on mean daily intake of fruits and vegetables in the intervention group (p social cognitive theory led to increase in the consumption of fruits and vegetables among students, which confirmed the efficiency of social cognitive theory for such interventions.

The Spiral and the Lattice: Changes in Cognitive Learning Theory with Implications for Art Education.

Science.gov (United States)

Efland, Arthur D.

1995-01-01

Contrasts recent views of learning and cognition with cognitive learning theories of the late 1950s and early 1960s. Maintains that Jerome Bruner's spiral curriculum approach, still valuable, is not sufficient to explain cognitive development. Proposes a lattice-like cognitive development structure, inviting differing paths of exploration. (CFR)

Applications of the conserved vector current theory and the partially conserved axial-vector current theory to nuclear beta-decays

International Nuclear Information System (INIS)

Tint, M.

The contribution of the mesonic exchange effect to the conserved vector current in the first forbidden β-decay of Ra E is estimated under the headings: (1) The conserved vector current. (2) The CVC theory and the first forbidden β-decays. (3) Shell model calculations of some matrix-elements. (4) Direct calculation of the exchange term. Considering the mesonic exchange effect in the axial vector-current of β-decay the partially conserved axial vector current theory and experimental results of the process p + p → d + π + are examined. (U.K.)

Can Social Cognitive Theories Help Us Understand Nurses' Use of Electronic Health Records?

Science.gov (United States)

Strudwick, Gillian; Booth, Richard; Mistry, Kartini

2016-04-01

Electronic health record implementations have accelerated in clinical settings around the world in an effort to improve patient safety and enhance efficiencies related to care delivery. As the largest group of healthcare professionals globally, nurses play an important role in the use of these records and ensuring their benefits are realized. Social cognitive theories such as the Theory of Reasoned Action, Theory of Planned Behaviour, and the Technology Acceptance Model have been developed to explain behavior. Given that variation in nurses' electronic health record utilization may influence the degree to which benefits are realized, the aim of this article is to explore how the use of these social cognitive theories may assist organizations implementing electronic health records to facilitate deeper-level adoption of this type of clinical technology.

Significance of Cultural-Historical Theory of Psychological Development of L.S. Vygotsky for the Development of Modern Models of Social Cognition and Psychotherapy

Directory of Open Access Journals (Sweden)

Kholmogorova A.B.,

2016-12-01

Full Text Available The article acknowledges the situation of methodical crisis in modern research of social cognition related to the domination of reductive approaches that ignore the uniqueness of human psyche. Heuristicity of concepts of cultural-historical theory of psychological development of L.S. Vygotsky, which serves to overcome the apparent inconsistencies is substantiated. Models of social cognition based on the principles of cultural-historical psychology are described, those being the model of social cognition within phylogenesis of M. Tomasello, and the model of social cognition within ontogenesis of C. Fernyhough. Current situation in the area of mental health is reviewed from the standpoint of cultural-historical psychology, its specifics reflected in the increased burden on reflexive functions, that is, skills lying within the sphere of social cognition is substantiated. Modern psychotherapeutic apparatus directed to compensate social cognition deficits due to various psychiatric disorders is reviewed. The assumption that adolescense is sensitive period for the development of higher forms of social cognition is made, and a summary of researches supporting this assertion is presented. Main contradictions of modern-day maturing are enunciated. To conclude the presented theoretical analysis, a comprehensive multiple-factor model of social cognition is presented based on concepts of cultural-historical theory of L.S. Vygotsky.

A Biblical-Theological Model of Cognitive Dissonance Theory: Relevance for Christian Educators

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Bowen, Danny Ray

2012-01-01

The purpose of this content analysis research was to develop a biblical-theological model of Cognitive Dissonance Theory applicable to pedagogy. Evidence of cognitive dissonance found in Scripture was used to infer a purpose for the innate drive toward consonance. This inferred purpose was incorporated into a model that improves the descriptive…

Social-cognitive theories for predicting physical activity behaviours of employed women with and without young children.

Science.gov (United States)

Tavares, Leonor S; Plotnikoff, Ronald C; Loucaides, Constantinos

2009-03-01

Chronic disease interventions for women have been understudied in the workplace domain. Understanding the role of cognitions in individual behaviour can help motivate change and suggest directions for achieving improvements in health. The purpose of this study was to identify psychosocial constructs and social-cognitive theories [e.g. Transtheoretical model (TTM), Theory of Planned Behaviour (TPB), Protection Motivation Theory (PMT) and Social Cognitive Theory (SCT)] that are most salient for explaining physical activity behaviour among employed women (n = 1183). Demographic information, and social-cognitive measures related to physical activity, intention and behaviours (e.g. stage of change, energy expenditure) were assessed. A series of multiple regression analyses predicting intention, energy expenditure and stage of change were conducted separately for: (1) women with young children (n = 302), and (2) women without young children (n = 881) for each of the respective social-cognitive theories. Although taken as a whole the results were relatively similar between the two sub-groups of women for each of the socio-cognitive theories examined in this study, differences were observed in the relative contributions of the theoretical constructs between the two sub-groups. Results also indicate that self-efficacy and intention were the strongest predictors of behaviour among both women with and without young children. The explained variances (R(2)) for the theories examined in this study for different sub-groups ranged from 16 to 60%, generally reflecting what has been reported in other studies within the physical activity domain. The results of this study could be useful in guiding future research and in designing physical activity intervention programs for these specific population groups. Integrating approaches of individual lifestyle change while addressing issues related to creating supportive environments for women in various life stages is a suggested strategy

Job Search and Social Cognitive Theory: The Role of Career-Relevant Activities

Science.gov (United States)

Zikic, Jelena; Saks, Alan M.

2009-01-01

Social cognitive theory was used to explain the relationships between career-relevant activities (environmental and self career exploration, career resources, and training), self-regulatory variables (job search self-efficacy and job search clarity), variables from the Theory of Planned Behavior (job search attitude, subjective norm, job search…

Application of Cognitive and Socio-Cultural Theories in CALL

Directory of Open Access Journals (Sweden)

Mustafa Akın Güngör

2011-06-01

Full Text Available Since it is quite difficult in traditional learning atmospheres for the learners to be exposed to the target language adequately in foreign language acquisition, CALL in which virtual environment is designed in more appropriate way has given rise. Two main paradigms, cognitive model and socio-cultural theory, have also been adopted in CALL. Moreover, rather than applying one theory, combination of these paradigms is unavoidable. However, application of this combination is challenging in practice, as these two theories have different principles. Furthermore, when it comes to online education, it turns into more challenging process. In this poster this combination is presented with the help of sample applications from Gazi University.

Integrating cognitive rehabilitation: A preliminary program description and theoretical review of an interdisciplinary cognitive rehabilitation program.

Science.gov (United States)

Fleeman, Jennifer A; Stavisky, Christopher; Carson, Simon; Dukelow, Nancy; Maier, Sheryl; Coles, Heather; Wager, John; Rice, Jordyn; Essaff, David; Scherer, Marcia

2015-01-01

Interdisciplinary cognitive rehabilitation is emerging as the expected standard of care for individuals with mild to moderate degrees of cognitive impairment for a variety of etiologies. There is a growing body of evidence in cognitive rehabilitation literature supporting the involvement of multiple disciplines, with the use of cognitive support technologies (CSTs), in delivering cognitive therapy to individuals who require cognitive rehabilitative therapies. This article provides an overview of the guiding theories related to traditional approaches of cognitive rehabilitation and the positive impact of current theoretical models of an interdisciplinary approach in clinical service delivery of this rehabilitation. A theoretical model of the Integrative Cognitive Rehabilitation Program (ICRP) will be described in detail along with the practical substrates of delivering specific interventions to individuals and caregivers who are living with mild to moderate cognitive impairment. The ultimate goal of this article is to provide a clinically useful resource for direct service providers. It will serve to further clinical knowledge and understanding of the evolution from traditional silo based treatment paradigms to the current implementation of multiple perspectives and disciplines in the pursuit of patient centered care. The article will discuss the theories that contributed to the development of the interdisciplinary team and the ICRP model, implemented with individuals with mild to moderate cognitive deficits, regardless of etiology. The development and implementation of specific assessment and intervention strategies in this cognitive rehabilitation program will also be discussed. The assessment and intervention strategies utilized as part of ICRP are applicable to multiple clinical settings in which individuals with cognitive impairment are served. This article has specific implications for rehabilitation which include: (a) An Interdisciplinary Approach is an

Development and psychometric validation of social cognitive theory scales in an oral health context.

Science.gov (United States)

Jones, Kelly; Parker, Eleanor J; Steffens, Margaret A; Logan, Richard M; Brennan, David; Jamieson, Lisa M

2016-04-01

This study aimed to develop and evaluate scales reflecting potentially modifiable social cognitive theory-based risk indicators associated with homeless populations' oral health. The scales are referred to as the social cognitive theory risk scales in an oral health context (SCTOH) and are referred to as SCTOH(SE), SCTOH(K) and SCTOH(F), respectively. The three SCTOH scales assess the key constructs of social cognitive theory: self-efficacy, knowledge and fatalism. The reliability and validity of the three scales were evaluated in a convenience sample of 248 homeless participants (age range 17-78 years, 79% male) located in a metropolitan setting in Australia. The scales were supported by exploratory factor analysis and established three distinct and internally consistent domains of social cognition: oral health-related self-efficacy, oral health-related knowledge and oral health-related fatalism, with Cronbach's alphas of 0.95, 0.85 and Spearman's-Brown ρ of 0.69. Concurrent ability was confirmed by each SCTOH scale's association with oral health status in the expected directions. The three SCTOH scales appear to be internally valid and reliable. If confirmed by further research, these scales could potentially be used for tailored educational and cognitive-behavioural interventions to reduce oral health inequalities among homeless and other vulnerable populations. © 2015 Public Health Association of Australia.

Cognitive Evaluation Theory: A Meta-Analytic Review of the Literature.

Science.gov (United States)

Rummel, Amy; Feinberg, Richard

1988-01-01

Employed meta-analysis to determine existence of the detrimental effects of extrinsic rewards on intrinsic motivation. Results showed that within strictly defined parameters the phenomenon concerning the detrimental effects of reward described in Deci's Cognitive Evaluation Theory did exist. (Author/NB)

Public perceptions of personalised nutrition through the lens of Social Cognitive Theory.

Science.gov (United States)

Rankin, Audrey; Kuznesof, Sharron; Frewer, Lynn J; Orr, Karen; Davison, Jenny; de Almeida, Maria Dv; Stewart-Knox, Barbara

2017-09-01

Social Cognitive Theory has been used to explain findings derived from focus group discussions ( N = 4) held in the United Kingdom with the aim of informing best practice in personalised nutrition. Positive expectancies included weight loss and negative expectancies surrounded on-line security. Monitoring and feedback were crucial to goal setting and progress. Coaching by the service provider, family and friends was deemed important for self-efficacy. Paying for personalised nutrition symbolised commitment to behaviour change. The social context of eating, however, was perceived a problem and should be considered when designing personalised diets. Social Cognitive Theory could provide an effective framework through which to deliver personalised nutrition.

Links Among Cognitive Empathy, Theory of Mind, and Affective Perspective Taking by Young Children.

Science.gov (United States)

Bensalah, Leïla; Caillies, Stéphanie; Anduze, Marion

2016-01-01

The authors investigated the development of the affective, cognitive, and behavioral components of empathy in preschoolers, specifically examining how cognitive empathy is linked to theory of mind and affective perspective taking. Participants were 158 children aged 4-6 years. They listened to narratives and then answered questions about the protagonists' emotions. The affective component was probed with the question, "How do you feel seeing the little girl/boy?"; the cognitive component with the question, "Why do you feel [emotion shared with the character]?"; and the behavioral one with the question, "What would you do if you were next to the little boy/girl [experiencing an emotional scenario]?" Results revealed a developmental sequence in the self-focused attribution of cognitive empathy, and a trend toward a developmental sequence for behavioral empathy, which underwent a slight linear increase between 4 and 6 years old. Affective empathy remained stable. More interestingly, they showed that cognitive empathy is linked to both theory of mind and affective perspective taking.

Cognitive Load and Self-Determination Theories Applied to E-Learning : Impact on Students' Participation and Academic Performance

NARCIS (Netherlands)

de Araujo Guerra Grangeia, Tiago; de Jorge, Bruno; Franci, Daniel; Martins Santos, Thiago; Vellutini Setubal, Maria Silvia; Schweller, Marcelo; de Carvalho-Filho, Marco Antonio

2016-01-01

BACKGROUND: Emergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to

Dynamical Systems Theory: Application to Pedagogy

Science.gov (United States)

Abraham, Jane L.

Theories of learning affect how cognition is viewed, and this subsequently leads to the style of pedagogical practice that is used in education. Traditionally, educators have relied on a variety of theories on which to base pedagogy. Behavioral learning theories influenced the teaching/learning process for over 50 years. In the 1960s, the information processing approach brought the mind back into the learning process. The current emphasis on constructivism integrates the views of Piaget, Vygotsky, and cognitive psychology. Additionally, recent scientific advances have allowed researchers to shift attention to biological processes in cognition. The problem is that these theories do not provide an integrated approach to understanding principles responsible for differences among students in cognitive development and learning ability. Dynamical systems theory offers a unifying theoretical framework to explain the wider context in which learning takes place and the processes involved in individual learning. This paper describes how principles of Dynamic Systems Theory can be applied to cognitive processes of students, the classroom community, motivation to learn, and the teaching/learning dynamic giving educational psychologists a framework for research and pedagogy.

Embodying cognition

DEFF Research Database (Denmark)

Martiny, Kristian Møller Moltke; Aggerholm, Kenneth

2016-01-01

During the last decades, research on cognition has undergone a reformation, which is necessary to take into account when evaluating the cognitive and behavioural aspects of therapy. This reformation is due to the research programme called Embodied Cognition (EC). Although EC may have become...... the theoretical authority in current cognitive science, there are only sporadic examples of EC-based therapy, and no established framework. We aim to build such a framework on the aims, methods and techniques of the current third-wave of CBT. There appears to be a possibility for cross-fertilization between EC...... and CBT that could contribute to the development of theory and practice for both of them. We present a case-study of an EC-based model of intervention for working with self-control in cerebral palsy.We centre the results of the study and its discussion on how we should understand and work with self...

Cognitive Remediation in Schizophrenia: Current Status and Future Perspectives

Science.gov (United States)

Deste, Giacomo; De Peri, Luca

2013-01-01

Objectives. This study is aimed to review the current scientific literature on cognitive remediation in schizophrenia. In particular, the main structured protocols of cognitive remediation developed for schizophrenia are presented and the main results reported in recent meta-analyses are summarized. Possible benefits of cognitive remediation in the early course of schizophrenia and in subjects at risk for psychosis are also discussed. Methods. Electronic search of the relevant studies which appeared in the PubMed database until April 2013 has been performed and all the meta-analyses and review articles on cognitive remediation in schizophrenia have been also taken into account. Results. Numerous intervention programs have been designed, applied, and evaluated, with the objective of improving cognition and social functioning in schizophrenia. Several quantitative reviews have established that cognitive remediation is effective in reducing cognitive deficits and in improving functional outcome of the disorder. Furthermore, the studies available support the usefulness of cognitive remediation when applied in the early course of schizophrenia and even in subjects at risk of the disease. Conclusions. Cognitive remediation is a promising approach to improve real-world functioning in schizophrenia and should be considered a key strategy for early intervention in the psychoses. PMID:24455253

Study of Applying Cognitive Linguistic Theory into Japanese Grammar Teaching——Taking Causative Sentence as an Example

Institute of Scientific and Technical Information of China (English)

Zhang Yu[1

2016-01-01

The traditional Japanese grammar teaching often only pays attention to the interpretation of syntax and the integrity of grammar structure. This violates the cultivation of communicative competence, and is not in conformity with the society’s requirements of applied foreign language talents. Cognitive linguistics theory, which links language form with semantic concept, reveals the internal relation of man’s thinking and language. If we can subtly apply cognitive linguistic theory into Japanese grammar teaching to explore the cognitive process in the speakers’ brain while expressing, we can get a good understanding of diffi cult points and “special case”. This paper explores the introductory methods and efficacy of the cognitive linguistics theory applied in Japanese grammar teaching method, by lecturing causative sentences an example.

Cognitive Dissonance Theory and the Induced-Compliance Paradigm: Concerns for Teaching Religious Studies

Science.gov (United States)

Burns, Charlene P. E.

2006-01-01

Cognitive Dissonance Theory and the Induced-Compliance Paradigm pose some interesting questions for those teaching religious studies in publicly funded colleges and universities. Given that religious beliefs can be challenged by the historical-critical study of scriptures, for example, and that the cognitive dissonance generated when this occurs…

Social Cognitive Career Theory, Conscientiousness, and Work Performance: A Meta-Analytic Path Analysis

Science.gov (United States)

Brown, Steven D.; Lent, Robert W.; Telander, Kyle; Tramayne, Selena

2011-01-01

We performed a meta-analytic path analysis of an abbreviated version of social cognitive career theory's (SCCT) model of work performance (Lent, Brown, & Hackett, 1994). The model we tested included the central cognitive predictors of performance (ability, self-efficacy, performance goals), with the exception of outcome expectations. Results…

Social Cognition in Tourette's Syndrome: Intact Theory of Mind and Impaired Inhibitory Functioning

Science.gov (United States)

Channon, Shelley; Sinclair, Elizabeth; Waller, Denise; Healey, Louise; Robertson, Mary M.

2004-01-01

Although associations between social cognition involving theory of mind and non-social executive skills have frequently been reported, dissociations in performance have also been found. The present study was designed to examine social and non-social cognition in uncomplicated Tourette Syndrome (TS). Adult TS participants without comorbid diagnoses…

Training Social Cognition: From Imitation to Theory of Mind

Science.gov (United States)

Santiesteban, Idalmis; White, Sarah; Cook, Jennifer; Gilbert, Sam J.; Heyes, Cecilia; Bird, Geoffrey

2012-01-01

Evidence for successful socio-cognitive training in typical adults is rare. This study attempted to improve Theory of Mind (ToM) and visual perspective taking in healthy adults by training participants to either imitate or to inhibit imitation. Twenty-four hours after training, all participants completed tests of ToM and visual perspective taking.…

Applying Cognitive Load Theory Principles to Library Instructional Guidance

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Pickens, Kathleen E.

2017-01-01

If the goal of library instructional guidance is to provide students with the knowledge needed to acquire new skills in order to accomplish their learning objectives, then it is prudent to consider factors that impact learning. Cognitive load theory addresses several of these factors and is applicable to a wide-range of instructional devices used…

Current Capability of Atomic Structure Theory

International Nuclear Information System (INIS)

Kim, Yong Ki

1993-01-01

Current capability of atomic structure theory is reviewed, and advantages, disadvantages and major features of popular atomic structure codes described. Comparisons between theoretical and experimental data on transition energies and lifetimes of excited levels are presented to illustrate the current capability of atomic structure codes.

Cognitive-behavioural theories of helplessness/hopelessness: valid models of depression?

Science.gov (United States)

Henkel, V; Bussfeld, P; Möller, H-J; Hegerl, U

2002-10-01

Helplessness and hopelessness are central aspects of cognitive-behavioural explanations for the development and persistence of depression. In this article a general overview concerning the evolution of those approaches to depression is provided. Included is a critical examination of the theories. The review of the literature suggests that those cognitive models describing helplessness/hopelessness as trait factors mediating depression do not really have a strong empirical base. The majority of those studies had been conducted in healthy or only mildly depressed subjects. Thus, there seems to be little justification for broad generalisations beyond the populations studied. It seems that some of the reported studies have not tested the underlying theories adequately (e. g. correlation had sometimes been interpreted as causation; adequate prospective longitudinal study designs had seldom been applied). Moreover, the theoretical models are not generally prepared to explain all depressive features (e. g. the possibility of a spontaneous shift in a manic episode). Despite those limitations, there is a relevant impact of the learned helplessness paradigm on preclinical research in neurobiological correlates of depressive states. Last but not least, the models are of high interest with respect to the theoretical background of important modules of cognitive-behavioural therapy and its acute and prophylactic effects.

Prediction of attendance at fitness center: a comparison between the theory of planned behavior, the social cognitive theory, and the physical activity maintenance theory

OpenAIRE

Jekauc, Darko; Völkle, Manuel; Wagner, Matthias O.; Mess, Filip; Reiner, Miriam; Renner, Britta

2015-01-01

In the processes of physical activity (PA) maintenance specific predictors are effective, which differ from other stages of PA development. Recently, Physical Activity Maintenance Theory (PAMT) was specifically developed for prediction of PA maintenance. The aim of the present study was to evaluate the predictability of the future behavior by the PAMT and compare it with the Theory of Planned Behavior (TPB) and Social Cognitive Theory (SCT). Participation rate in a fitness center was observed...

Covariant conserved currents for scalar-tensor Horndeski theory

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Schmidt, J.; Bičák, J.

2018-04-01

The scalar-tensor theories have become popular recently in particular in connection with attempts to explain present accelerated expansion of the universe, but they have been considered as a natural extension of general relativity long time ago. The Horndeski scalar-tensor theory involving four invariantly defined Lagrangians is a natural choice since it implies field equations involving at most second derivatives. Following the formalisms of defining covariant global quantities and conservation laws for perturbations of spacetimes in standard general relativity, we extend these methods to the general Horndeski theory and find the covariant conserved currents for all four Lagrangians. The current is also constructed in the case of linear perturbations involving both metric and scalar fields. As a specific illustration, we derive a superpotential that leads to the covariantly conserved current in the Branse-Dicke theory.

Assessing Student Learning in Academic Advising Using Social Cognitive Theory

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Erlich, Richard J.; Russ-Eft, Darlene F.

2013-01-01

We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and…

Social Cognitive Career Theory, the Theory of Work Adjustment, and Work Satisfaction of Retirement-Age Adults.

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Foley, Pamela F; Lytle, Megan C

2015-06-01

Despite a recent increase in the number of adults who work past traditional retirement age, existing theories of vocational behavior have not yet received adequate empirical support. In a large sample of adults age 60-87, we evaluated the relationship between theorized predictors of work satisfaction proposed by Social Cognitive Career Theory (SCCT), work satisfaction as a predictor of continued work, as proposed by the Theory of Work adjustment (TWA), as well as the influence of reported experiences of discrimination on these relationships. While the results supported most of the predicted relationships, the effects of discrimination were stronger than the variables proposed by either SCCT or TWA for the present sample.

Causal beliefs about depression in different cultural groups—what do cognitive psychological theories of causal learning and reasoning predict?

OpenAIRE

Hagmayer, York; Engelmann, Neele

2014-01-01

Cognitive psychological research focuses on causal learning and reasoning while cognitive anthropological and social science research tend to focus on systems of beliefs. Our aim was to explore how these two types of research can inform each other. Cognitive psychological theories (causal model theory and causal Bayes nets) were used to derive predictions for systems of causal beliefs. These predictions were then applied to lay theories of depression as a specific test case. A systematic lite...

Information Behavior: A Socio-Cognitive Ability

Directory of Open Access Journals (Sweden)

Amanda Spink

2007-04-01

Full Text Available How has human information behavior evolved? Our paper explores this question in the form of notions, models and theories about the relationship between information behavior and human evolution. Alexander's Ecological Dominance and Social Competition/Cooperation (EDSC model currently provides the most comprehensive overview of human traits in the development of a theory of human evolution and sociality. His model provides a basis for explaining the evolution of human socio-cognitive abilities, including ecological dominance, and social competition/cooperation. Our paper examines the human trait of information behavior as a socio-cognitive ability related to ecological dominance, and social competition/cooperation. The paper first outlines what is meant by information behavior from various interdisciplinary perspectives. We propose that information behavior is a socio-cognitive ability that is related to and enables other socio-cognitive abilities such as human ecological dominance, and social competition/cooperation. The paper reviews the current state of evolutionary approaches to information behavior and future directions for this research

Implicit cognitive aggression among young male prisoners: Association with dispositional and current aggression.

OpenAIRE

Ireland, Jane Louise; Adams, Christine

2015-01-01

The current study explores associations between implicit and explicit aggression in young adult male prisoners, seeking to apply the Reflection-Impulsive Model and indicate parity with elements of the General Aggression Model and Social Cognition. Implicit cognitive aggressive processing is not an area that has been examined among prisoners. Two hundred and sixty two prisoners completed an implicit cognitive aggression measure (PUZZLE Test) and explicit aggression measures, covering current b...

The CAL: cognitive, apperceptive and representative aspects of fashion design - Side note to neuroaesthetic theory

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Csanák, Edit

2017-10-01

This article deals with the creative and cognitive process of the creative work from the aspect of fashion design. It is examined through the Cognitive-Apperceptive-Limn process (The CAL), analysing the stages of design work referring to prominent literature, and discussing exciting theories, such the FLOW and the AHA effects are, and the neuro aesthetic theory. Setting them into a new context, the article offers a fresh approach of a designer, rather than a scientific statement based on pragmatic findings. Since theories on artistic performance and creativity can never be enough ‘empirical’, and the process can be never understood enough well…

A Theory of False Cognitive Expectancies in Airline Pilots

Science.gov (United States)

Cortes, Antonio I.

The Theory of False Cognitive Expectancies was developed by studying high reliability flight operations. Airline pilots depend extensively on cognitive expectancies to perceive, understand, and predict actions and events. Out of 1,363 incident reports submitted by airline pilots to the National Aeronautics and Space Administration Aviation Safety Reporting System over a year's time, 110 reports were found to contain evidence of 127 false cognitive expectancies in pilots. A comprehensive taxonomy was developed with six categories of interest. The dataset of 127 false expectancies was used to initially code tentative taxon values for each category. Intermediate coding through constant comparative analysis completed the taxonomy. The taxonomy was used for the advanced coding of chronological context-dependent visualizations of expectancy factors, known as strands, which depict the major factors in the creation and propagation of each expectancy. Strands were mapped into common networks to detect highly represented expectancy processes. Theoretical integration established 11 sources of false expectancies, the most common expectancy errors, and those conspicuous factors worthy of future study. The most prevalent source of false cognitive expectancies within the dataset was determined to be unconscious individual modeling based on past events. Integrative analyses also revealed relationships between expectancies and flight deck automation, unresolved discrepancies, and levels of situation awareness. Particularly noteworthy were the findings that false expectancies can combine in three possible permutations to diminish situation awareness and examples of how false expectancies can be unwittingly transmitted from one person to another. The theory resulting from this research can enhance the error coding process used during aircraft line oriented safety audits, lays the foundation for developing expectancy management training programs, and will allow researchers to proffer

New social tasks for cognitive psychology; or, new cognitive tasks for social psychology.

Science.gov (United States)

Wettersten, John

2014-01-01

To elucidate how differing theories of rationality lead to differing practices, their social rules must be analyzed. This is true not merely in science but also in society at large. This analysis of social thinking requires both the identification of innate cognitive social psychological processes and explanations of their relations with differing rules of rational practice. These new tasks can enable social psychologists to contribute to the study of how social situations facilitate or inhibit rational practice and enable cognitive psychologists to improve social psychological theory. In contrast to dominant current research strategies, social and cognitive psychologists can integrate social studies of rational practices and their consequences with studies of underlying cognitive psychological processes. In this article I do not attempt to carry out these tasks but rather point to both their lack of recognition and their importance.

Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

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Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

2013-01-01

Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…

An integrated theory of prospective time interval estimation : The role of cognition, attention, and learning

NARCIS (Netherlands)

Taatgen, Niels A.; van Rijn, Hedderik; Anderson, John

A theory of prospective time perception is introduced and incorporated as a module in an integrated theory of cognition, thereby extending existing theories and allowing predictions about attention and learning. First, a time perception module is established by fitting existing datasets (interval

Development of Affective Theory of Mind Across Adolescence: Disentangling the Role of Executive Functions

NARCIS (Netherlands)

Vetter, N.C.; Altgassen, A.M.; Phillips, L.H.; Mahy, C.E.V.; Kliegel, M.

2013-01-01

Theory of mind, the ability to understand mental states, involves inferences about others' cognitive (cognitive theory of mind) and emotional (affective theory of mind) mental states. The current study explored the role of executive functions in developing affective theory of mind across

Montessori Elementary Philosophy Reflects Current Motivation Theories

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Murray, Angela

2011-01-01

Montessori's theories, developed more than 100 years ago, certainly resonate with current psychological research on improving education. Autonomy, interest, competence, and relatedness form the foundation for three contemporary efforts to organize the vast literature on motivation into a parsimonious theory. These four elements also comprise…

Cognitive Load Theory and the Acquisition of Complex Cognitive Skills in the Elderly: Towards an Integrative Framework.

Science.gov (United States)

Van Gerven, Pascal W. M.; Paas, Fred G. W. C.; Van Merrienboer, Jeroen J. G.; Schmidt, Henk G.

2000-01-01

Cognitive load (CL) theory suggests minimizing extraneous CL and maximizing germane CL in order not to overload working memory. Instructional design for older adults should therefore include goal-free problems, worked examples, and different modalities and avoid splitting attention and including redundant information. (SK)

Reward and Cognition: Integrating Reinforcement Sensitivity Theory and Social Cognitive Theory to Predict Drinking Behavior.

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Hasking, Penelope; Boyes, Mark; Mullan, Barbara

2015-01-01

Both Reinforcement Sensitivity Theory and Social Cognitive Theory have been applied to understanding drinking behavior. We propose that theoretical relationships between these models support an integrated approach to understanding alcohol use and misuse. We aimed to test an integrated model in which the relationships between reward sensitivity and drinking behavior (alcohol consumption, alcohol-related problems, and symptoms of dependence) were mediated by alcohol expectancies and drinking refusal self-efficacy. Online questionnaires assessing the constructs of interest were completed by 443 Australian adults (M age = 26.40, sd = 1.83) in 2013 and 2014. Path analysis revealed both direct and indirect effects and implicated two pathways to drinking behavior with differential outcomes. Drinking refusal self-efficacy both in social situations and for emotional relief was related to alcohol consumption. Sensitivity to reward was associated with alcohol-related problems, but operated through expectations of increased confidence and personal belief in the ability to limit drinking in social situations. Conversely, sensitivity to punishment operated through negative expectancies and drinking refusal self-efficacy for emotional relief to predict symptoms of dependence. Two pathways relating reward sensitivity, alcohol expectancies, and drinking refusal self-efficacy may underlie social and dependent drinking, which has implications for development of intervention to limit harmful drinking.

Current perspectives on cognitive diversity

Directory of Open Access Journals (Sweden)

Andrea eBender

2016-04-01

Full Text Available To what extent is cognition influenced by a person’s cultural background? This question has remained controversial in large fields of the cognitive sciences, including cognitive psychology, and is also underexplored in anthropology. In this perspective article, findings from a recent wave of cross-cultural studies will be outlined with respect to three aspects of cognition: perception and categorization, number representation and counting, and explanatory frameworks and beliefs. Identifying similarities and differences between these domains allows for general conclusions regarding cognitive diversity and helps to highlight the importance of culturally shaped content for a comprehensive understanding of cognition.

Obesity Intervention Programs among Adolescents Using Social Cognitive Theory: A Systematic Literature Review

Science.gov (United States)

Bagherniya, Mohammad; Taghipour, Ali; Sharma, Manoj; Sahebkar, Amirhossein; Contento, Isobel R.; Keshavarz, Seyed Ali; Mostafavi Darani, Firoozeh; Safarian, Mohammad

2018-01-01

Social cognitive theory (SCT) is a well-known theory for designing nutrition education and physical activity programs for adolescents. This systematic review aimed to evaluate the efficacy of intervention studies based on SCT in reducing or preventing overweight and obesity in adolescents. An electronic literature search in PubMed-Medline, Web of…

Predictors of Self-care among the Elderly with Diabetes Type 2: Using Social Cognitive Theory.

Science.gov (United States)

Borhaninejad, Vahidreza; Iranpour, Abedin; Shati, Mohsen; Tahami, Ahmad Naghibzadeh; Yousefzadeh, Gholamrezan; Fadayevatan, Reza

Diabetes is one of the most common chronic diseases among the elderly and is also a very serious health problem. Adopting theory-based self-care behaviors is an effective means in managing such diseases. This study aimed to determine the predictors of diabetes self-care in the elderly in Kerman based on a social cognitive theory. In this cross-sectional study, 384 elderly diabetic patients who had referred to health screening centers in Kerman were chosen via cluster sampling. To collect information about self-care and its predictors, Toobert Glasgow's diabetes self-efficacy scale as well as a questionnaire was used which was based on social cognitive theory constructs. The validity and reliability of the questionnaire was confirmed. The data were analyzed using Pearson correlation and linear regression analysis in SPSS software 17. Among the subjects, 67.37% (252) had poor self-care ability; 29.14% (109) had average ability, and 3.40% (13) enjoyed a proper level of self- care ability. There was a significant relationship between the constructs of the social cognitive theory (knowledge, self- efficacy, social support, outcome expectations, outcome expectancy and self-regulation) and the self-care score. Furthermore, the mentioned constructs could predict 0.47% of the variance of the self-care behaviors. self-care behaviors in this study were poor. Therefore, it is necessary to develop an educational intervention based on cognitive theory constructs with the goal of properly managing diabetes in the elderly patients. Copyright © 2016 Diabetes India. Published by Elsevier Ltd. All rights reserved.

An Integrated Theory of Prospective Time Interval Estimation: The Role of Cognition, Attention, and Learning

Science.gov (United States)

Taatgen, Niels A.; van Rijn, Hedderik; Anderson, John

2007-01-01

A theory of prospective time perception is introduced and incorporated as a module in an integrated theory of cognition, thereby extending existing theories and allowing predictions about attention and learning. First, a time perception module is established by fitting existing datasets (interval estimation and bisection and impact of secondary…

Modeling Organizational Cognition

DEFF Research Database (Denmark)

Secchi, Davide; Cowley, Stephen

2018-01-01

This article offers an alternative perspective on organizational cognition based on e-cognition whereby appeal to systemic cognition replaces the traditional computational model of the mind that is still extremely popular in organizational research. It uses information processing, not to explore...... inner processes, but as the basis for pursuing organizational matters. To develop a theory of organizational cognition, the current work presents an agent-based simulation model based on the case of how individual perception of scientific value is affected by and affects organizational intelligence...... units' (e.g., research groups', departmental) framing of the notorious impact factor. Results show that organizational cognition cannot be described without an intermediate meso scale - called here social organizing - that both filters and enables the many kinds of socially enabled perception, action...

Study effective factors on customer compliance in high contact services based on Bandura social - Cognitive theory

OpenAIRE

zahra asadi; bahman hajipour

2014-01-01

In today's competitive world, all market participants ranging from individuals, organizations should be looking for ways to success in the market. The secret to success high contact service providers as important part of market participants is, compliance and follow customers of high contact service providers the instructions and guidance. In this paper, a model based on Bandura social - Cognitive theory has Provided to customer compliance . According Bandura social - Cognitive theory and t...

Social cognition in anorexia nervosa: evidence of preserved theory of mind and impaired emotional functioning.

Science.gov (United States)

Adenzato, Mauro; Todisco, Patrizia; Ardito, Rita B

2012-01-01

The findings of the few studies that have to date investigated the way in which individuals with Anorexia Nervosa (AN) navigate their social environment are somewhat contradictory. We undertook this study to shed new light on the social-cognitive profile of patients with AN, analysing Theory of Mind and emotional functioning. Starting from previous evidence on the role of the amygdala in the neurobiology of AN and in the social cognition, we hypothesise preserved Theory of Mind and impaired emotional functioning in patients with AN. Thirty women diagnosed with AN and thirty-two women matched for education and age were involved in the study. Theory of Mind and emotional functioning were assessed with a set of validated experimental tasks. A measure of perceived social support was also used to test the correlations between this dimension and the social-cognitive profile of AN patients. The performance of patients with AN is significantly worse than that of healthy controls on tasks assessing emotional functioning, whereas patients' performance is comparable to that of healthy controls on the Theory of Mind task. Correlation analyses showed no relationship between scores on any of the social-cognition tasks and either age of onset or duration of illness. A correlation between social support and emotional functioning was found. This latter result seems to suggest a potential role of social support in the treatment and recovery of AN. The pattern of results followed the experimental hypothesis. They may be useful to help us better understand the social-cognitive profile of patients with AN and to contribute to the development of effective interventions based on the ways in which patients with AN actually perceive their social environment.

Using Multiple Ways to Investigate Cognitive Load Theory in the Context of Physics Instruction

Science.gov (United States)

Zu, Tianlong

Cognitive load theory (CLT) (Sweller 1988, 1998, 2010) provides us a guiding framework for designing instructional materials. CLT differentiates three subtypes of cognitive load: intrinsic, extraneous, and germane cognitive load. The three cognitive loads are theorized based on the number of simultaneously processed elements in working memory. Intrinsic cognitive load depends upon the number of interacting elements in the instructional material that are related to the learning objective. Extraneous cognitive load is the mental resources allocated to processing unnecessary information which does not contribute to learning as caused by non- optimal instructional procedure. It is determined by the number of interacting elements which are not related to learning goal. Both intrinsic and extraneous load vary according to prior knowledge of learners. Germane cognitive load is indirectly related to interacting elements. It represents the cognitive resources deployed for processing intrinsic load, chunking information and constructing and automating schema. Germane cognitive load is related to level of motivation of the learner. Given this triarchic model of cognitive load and their different roles in learning activities, different learning outcomes can be expected depending upon the characteristics of the educational materials, learner characteristics, and instructional setting. In three experiments, we investigated cognitive load theory following different approaches. Given the triarchic nature of cognitive load construct, it is critical to find non- intrusive ways to measure cognitive load. In study one, we replicated and extended a previous landmark study to investigate the use of eye movements related metrics to measure the three kinds of cognitive load independently. We also collected working memory capacity of students using a cognitive operation-span task. Two of the three types of cognitive load (intrinsic and extraneous) were directly manipulated, and the third

Rotating gravity currents. Part 1. Energy loss theory

Science.gov (United States)

Martin, J. R.; Lane-Serff, G. F.

2005-01-01

A comprehensive energy loss theory for gravity currents in rotating rectangular channels is presented. The model is an extension of the non-rotating energy loss theory of Benjamin (J. Fluid Mech. vol. 31, 1968, p. 209) and the steady-state dissipationless theory of rotating gravity currents of Hacker (PhD thesis, 1996). The theory assumes the fluid is inviscid, there is no shear within the current, and the Boussinesq approximation is made. Dissipation is introduced using a simple method. A head loss term is introduced into the Bernoulli equation and it is assumed that the energy loss is uniform across the stream. Conservation of momentum, volume flux and potential vorticity between upstream and downstream locations is then considered. By allowing for energy dissipation, results are obtained for channels of arbitrary depth and width (relative to the current). The results match those from earlier workers in the two limits of (i) zero rotation (but including dissipation) and (ii) zero dissipation (but including rotation). Three types of flow are identified as the effect of rotation increases, characterized in terms of the location of the outcropping interface between the gravity current and the ambient fluid on the channel boundaries. The parameters for transitions between these cases are quantified, as is the detailed behaviour of the flow in all cases. In particular, the speed of the current can be predicted for any given channel depth and width. As the channel depth increases, the predicted Froude number tends to surd 2, as for non-rotating flows.

Social Cognitive Theory and Physical Activity Among Korean Male High-School Students.

Science.gov (United States)

Lee, Chung Gun; Park, Seiyeong; Lee, Seung Hwan; Kim, Hyunwoo; Park, Ji-Won

2018-02-01

The most critical step in developing and implementing effective physical activity interventions is to understand the determinants and correlates of physical activity, and it is strongly suggested that such effort should be based on theories. The purpose of this study is to test the direct, indirect, and total effect of social cognitive theory constructs on physical activity among Korean male high-school students. Three-hundred and forty-one 10th-grade male students were recruited from a private single-sex high school located in Seoul, South Korea. Structural equation modeling was used to test the expected relationships among the latent variables. The proposed model accounted for 42% of the variance in physical activity. Self-efficacy had the strongest total effect on physical activity. Self-efficacy for being physically active was positively associated with physical activity ( p social cognitive theory is a useful framework to understand physical activity among Korean male adolescents. Physical activity interventions targeting Korean male high-school students should focus on the major sources of efficacy.

Cognitive Rehabilitation for Executive Dysfunction in Parkinson's Disease: Application and Current Directions

Directory of Open Access Journals (Sweden)

Jessica Calleo

2012-01-01

Full Text Available Cognitive dysfunction in Parkinson's disease contributes to disability, caregiver strain, and diminished quality of life. Cognitive rehabilitation, a behavioral approach to improve cognitive skills, has potential as a treatment option to improve and maintain cognitive skills and increase quality of life for those with Parkinson's disease-related cognitive dysfunction. Four cognitive rehabilitation programs in individuals with PD are identified from the literature. Characteristics of the programs and outcomes are reviewed and critiqued. Current studies on cognitive rehabilitation in PD demonstrate feasibility and acceptability of a cognitive rehabilitation program for patients with PD, but are limited by their small sample size and data regarding generalization of effects over the long term. Because PD involves progressive heterogeneous physical, neurological, and affective difficulties, future cognitive rehabilitation programs should aim for flexibility and individualization, according to each patient's strengths and deficits.

The effect of implementing cognitive load theory-based design principles in virtual reality simulation training of surgical skills: a randomized controlled trial

DEFF Research Database (Denmark)

Andersen, Steven Arild Wuyts; Mikkelsen, Peter Trier; Konge, Lars

2016-01-01

Cognitive overload can inhibit learning, and cognitive load theory-based instructional design principles can be used to optimize learning situations. This study aims to investigate the effect of implementing cognitive load theory-based design principles in virtual reality simulation training...

Condom Use During Commercial Sex Among Male Clients of Female Sex Workers in Sichuan China: A Social Cognitive Theory Analysis.

Science.gov (United States)

Yang, Yi; Yang, Cui; Latkin, Carl A; Luan, Rongsheng; Nelson, Kenrad E

2016-10-01

There has been little theory-based research focusing on condom use among male clients of female sex workers (CFSW) in China. The current study applied social cognitive theory to condom use behaviors of CFSW in China. Face-to-face structured interviews were conducted among 584 CFSW recruited through snowball sampling. Bivariate and multivariate logistic regression models were applied to examine factors associated with consistent condom use. A minority (30.65 %) of respondents reported using condoms consistently with FSW, and 7 of 12 social cognitive dimensions/subdimensions were found to be significantly influential. The most significant factors were self-efficacy [adjusted prevalence ratio (APR) = 2.11, 95 %, CI = 1.74-2.43] and personal pleasure reduction (APR = 0.3, 95 % CI = 0.15-0.6). HIV-related knowledge, perceived HIV susceptibility, condom cost, condom efficacy, and embarrassment of carrying condoms were not associated with consistent condom uses with FSW. Findings from the current study suggest future prevention programs should target sex venues, and condom access should ensure both quantity and quality. Peer education should focus on knowledge education and peer norms, and knowledge education should include information on HIV infection severity and how to increase pleasure with condom use.

Teacher’s Instructional Behaviour in Instructional Management at Elementary School Reviewed from Piaget’s Cognitive Development Theory

Directory of Open Access Journals (Sweden)

Eni Astuti Ni Putu

2018-01-01

Full Text Available This writing aimed at (1 describing the importance of teacher to review instructional management at elementary school based on Piaget’s cognitive development theory; and (2 describing teacher’s instructional behavior in managing instructional at elementary school reviewed from Piaget’s cognitive development theory. In general, Piaget’ cognitive development theory divides children’ cognitive development into four stages. In the elementary school ages of 7 to 11 or 12 years old, Piaget classified the cognitive development into concrete operational marked by the use of clear and logic rules. The children implement logic thinking on concrete object, yet abstract or hypothetical. Although the intelligence of this step has been advanced, the way of thinking of the children is still limited because still based on concrete object. Therefore, teacher should comprehend the importance of concrete operational instructional at elementary school so the children could maximally achieve the learning goal in accordance to their thinking level that they acquire. The suggestion that can be proposed is that the teacher should synergize the characteristics of elementary school students in concrete operational stage with the instructional readiness in the steps of planning, implementation and evaluation.

Testing Theory of Planned Behavior and Neo-Socioanalytic Theory models of trait activity, industriousness, exercise social cognitions, exercise intentions, and physical activity in a representative U.S. sample.

Science.gov (United States)

Vo, Phuong T; Bogg, Tim

2015-01-01

Prior research identified assorted relations between trait and social cognition models of personality and engagement in physical activity. Using a representative U.S. sample (N = 957), the goal of the present study was to test two alternative structural models of the relationships among the extraversion-related facet of activity, the conscientiousness-related facet of industriousness, social cognitions from the Theory of Planned Behavior (perceived behavioral control, affective attitudes, subjective norms, intentions), Social Cognitive Theory (self-efficacy, outcome expectancies), and the Transtheoretical Model (behavioral processes of change), and engagement in physical activity. Path analyses with bootstrapping procedures were used to model direct and indirect effects of trait and social cognition constructs on physical activity through two distinct frameworks - the Theory of Planned Behavior and Neo-Socioanalytic Theory. While both models showed good internal fit, comparative model information criteria showed the Theory-of-Planned-Behavior-informed model provided a better fit. In the model, social cognitions fully mediated the relationships from the activity facet and industriousness to intentions for and engagement in physical activity, such that the relationships were primarily maintained by positive affective evaluations, positive expected outcomes, and confidence in overcoming barriers related to physical activity engagement. The resultant model - termed the Disposition-Belief-Motivation model- is proposed as a useful framework for organizing and integrating personality trait facets and social cognitions from various theoretical perspectives to investigate the expression of health-related behaviors, such as physical activity. Moreover, the results are discussed in terms of extending the application of the Disposition-Belief-Motivation model to longitudinal and intervention designs for physical activity engagement.

Cognitive load disrupts implicit theory-of-mind processing.

Science.gov (United States)

Schneider, Dana; Lam, Rebecca; Bayliss, Andrew P; Dux, Paul E

2012-08-01

Eye movements in Sally-Anne false-belief tasks appear to reflect the ability to implicitly monitor the mental states of other individuals (theory of mind, or ToM). It has recently been proposed that an early-developing, efficient, and automatically operating ToM system subserves this ability. Surprisingly absent from the literature, however, is an empirical test of the influence of domain-general executive processing resources on this implicit ToM system. In the study reported here, a dual-task method was employed to investigate the impact of executive load on eye movements in an implicit Sally-Anne false-belief task. Under no-load conditions, adult participants displayed eye movement behavior consistent with implicit belief processing, whereas evidence for belief processing was absent for participants under cognitive load. These findings indicate that the cognitive system responsible for implicitly tracking beliefs draws at least minimally on executive processing resources. Thus, even the most low-level processing of beliefs appears to reflect a capacity-limited operation.

Assessing Cognitive Load Theory to Improve Student Learning for Mechanical Engineers

Science.gov (United States)

Impelluso, Thomas J.

2009-01-01

A computer programming class for students of mechanical engineering was redesigned and assessed: Cognitive Load Theory was used to redesign the content; online technologies were used to redesign the delivery. Student learning improved and the dropout rate was reduced. This article reports on both attitudinal and objective assessment: comparing…

Using Situated Cognition Theory in Researching Student Experience of the Workplace

Science.gov (United States)

Case, Jennifer; Jawitz, Jeff

2004-01-01

It has been proposed that situated cognition theory, in which learning is conceptualized as induction into a community of practice through the activity of legitimate peripheral participation, offers an appropriate theoretical perspective for examining issues of gender in science education. This study critically engages with this proposal by means…

Meta-Analysis of Social Cognition in Mild Cognitive Impairment.

Science.gov (United States)

Bora, Emre; Yener, Görsev G

2017-07-01

Social cognitive abilities are impaired in Alzheimer disease and other dementias. Recent studies suggested that social cognitive abilities might be also impaired in mild cognitive impairment (MCI). Current meta-analysis aimed to summarize available evidence for deficits in theory of mind (ToM) and emotion recognition in MCI. In this meta-analysis of 17 studies, facial emotion recognition and ToM performances of 513 individuals with MCI and 693 healthy controls were compared. Mild cognitive impairment was associated with significant impairments falling in the medium effect sizes range in ToM ( d = 0.63) and facial emotion recognition ( d = 0.58). Among individual emotions, recognition of fear and sadness were particularly impaired. There were no significant between-group differences in recognition of disgust, happiness, and surprise. Social cognitive deficits were more severe in multidomain MCI. There is a need for longitudinal studies investigating the potential role of social cognitive impairment in predicting conversion to dementia.

Current Heavy Alcohol Consumption is Associated with Greater Cognitive Impairment in Older Adults

Science.gov (United States)

Woods, Adam J.; Porges, Eric C.; Bryant, Vaughn E.; Seider, Talia; Gongvatana, Assawin; Kahler, Christopher W.; de la Monte, Suzanne; Monti, Peter M.; Cohen, Ronald A.

2016-01-01

Background The acute consumption of excessive quantities of alcohol causes well-recognized neurophysiological and cognitive alterations. As people reach advanced age, they are more prone to cognitive decline. To date, the interaction of current heavy alcohol (ETOH) consumption and aging remain unclear. The current paper tested the hypothesis that negative consequences of current heavy alcohol consumption on neurocognitive function are worse with advanced age. Further, we evaluated the relations between lifetime history of alcohol dependence and neurocognitive function Methods Sixty-six participants underwent a comprehensive neurocognitive battery. Current heavy ETOH drinkers were classified using NIAAA criteria (ETOH Heavy, n = 21) based on the Timeline follow-back and a structured clinical interview and compared to non-drinkers, and moderate drinkers (ETOH Low, n = 45). Fifty-three-point-three percent of the total population had a lifetime history of alcohol dependence. Neurocognitive data were grouped and analyzed relative to global and domain scores assessing: global cognitive function, attention/executive function, learning, memory, motor function, verbal function, and speed of processing. Results Heavy current ETOH consumption in older adults was associated with poorer global cognitive function, learning, memory, and motor function (p’sfunction in the same neurocognitive domains, in addition to the attention/executive domain, irrespective of age (p’sfunction. PMID:27658235

Relationship of Social Cognitive Theory Concepts to Dietary Habits of Pregnant Women

Science.gov (United States)

Torkan, Nasrin; Kazemi, Ashraf; Paknahad, Zamzam; Bahadoran, Parvin

2018-01-01

Background: Nutrition during pregnancy is undoubtedly one of the most important factors affecting maternal health. In this regard, considering the cognitive-behavioral factors associated with feeding, behaviors will play an important role in the effectiveness of interventions. Therefore, this study aimed to investigate the correlation between food habits and structures of social cognitive theory in pregnant women. Materials and Methods: In this cross-sectional study, 192 pregnant women were randomly selected. Data were collected using a questionnaire based on the social cognitive theory structures and food habits questionnaire in the questioning manner and was also analyzed using Pearson correlation and multiple linear regression with the software Statistical Package for the Social Sciences, version 19. Results: There was a significant correlation between nutritional behavior with self-regulation (p = 0.001), self-efficacy (p = 0.001), outcome expectations (p = 0.001), social support (p = 0.002), and access (p = 0.001). A significant correlation was observed between lack of consumption of unnecessary and unhelpful food with self-regulation (p = 0.02). In the multivariable regression analysis, only self-regulation revealed significant and direct contribution in relation to nutritional behavior (p nutritional interventions in order to improve nutritional behavior. PMID:29628960

Analysis of Online Social Networks to Understand Information Sharing Behaviors Through Social Cognitive Theory.

Science.gov (United States)

Yoon, Hong-Jun; Tourassi, Georgia

2014-05-01

Analyzing the contents of online social networks is an effective process for monitoring and understanding peoples' behaviors. Since the nature of conversation and information propagation is similar to traditional conversation and learning, one of the popular socio-cognitive methods, social cognitive theory was applied to online social networks to. Two major news topics about colon cancer were chosen to monitor traffic of Twitter messages. The activity of "leaders" on the issue (i.e., news companies or people will prior Twitter activity on topics related to colon cancer) was monitored. In addition, the activity of "followers", people who never discussed the topics before, but replied to the discussions was also monitored. Topics that produce tangible benefits such as positive outcomes from appropriate preventive actions received dramatically more attention and online social media traffic. Such characteristics can be explained with social cognitive theory and thus present opportunities for effective health campaigns.

Current-drive theory II: the lower-hybrid wave

International Nuclear Information System (INIS)

Fisch, N.J.

1986-01-01

The theory of current-drive seeks to predict the efficiency with which an external power source can produce current in a plasma torus. The theory, which is now well supported by experimental data, becomes especially simple in the important limit of lower-hybrid or electron-cyclotron waves interacting with superthermal electrons. The solution of an equation adjoint to the linearized Fokker-Planck equation gives both the steady-state and ramp-up current-drive efficiencies. Other phenomena, such as rf-induced runaway rates, rf-induced radiation, etc., may be calculated by this method, and analytical solutions have been obtained in several limiting cases. 12 refs

The Implicit Theories of Firesetters: A Preliminary Conceptualization

OpenAIRE

Ó Ciardha, Caoilte; Gannon, Theresa A.

2012-01-01

The importance of cognition in the facilitation and reinforcement of criminal behavior has been highlighted and recognized in numerous offender populations. In particular, professionals have theorized that various offender populations hold offense-supportive schemas or implicit theories that require treatment in therapy. However, the role of cognition in deliberate firesetting has received no focused conceptual or theoretical attention. Using current research evidence and theory relating to g...

The effect of implementing cognitive load theory-based design principles in virtual reality simulation training of surgical skills: a randomized controlled trial

DEFF Research Database (Denmark)

Andersen, Steven Arild Wuyts; Mikkelsen, Peter Trier; Konge, Lars

2016-01-01

training of mastoidectomy. Methods Eighteen novice medical students received 1 h of self-directed virtual reality simulation training of the mastoidectomy procedure randomized for standard instructions (control) or cognitive load theory-based instructions with a worked example followed by a problem......Background Cognitive overload can inhibit learning, and cognitive load theory-based instructional design principles can be used to optimize learning situations. This study aims to investigate the effect of implementing cognitive load theory-based design principles in virtual reality simulation....... Increased cognitive load when part tasks needed to be integrated in the post-training procedures could be a possible explanation for this. Other instructional designs and methods are needed to lower the cognitive load and improve the performance in virtual reality surgical simulation training of novices....

The differential effects of tangible rewards and praise on intrinsic motivation: A comparison of cognitive evaluation theory and operant theory.

Science.gov (United States)

Carton, J S

1996-01-01

Substantial research indicates that tangible rewards, such as money, prizes, and tokens, decrease response rates by undermining intrinsic motivation. In contrast, praise appears to increase response rates by enhancing intrinsic motivation. Based on their interpretation of available evidence, many social-cognitive researchers warn not to use tangible rewards in applied settings and to use praise instead. Furthermore, they suggest that the differential effects of the two types of rewards on intrinsic motivation cannot be explained using principles of operant psychology. Cognitive evaluation theory provides one of the most recent and widely cited social-cognitive explanations for the different effects of the two types of rewards on intrinsic motivation (Deci & Ryan, 1985). However, a review of existing research found little support for the explanations based on this theory and revealed three potential confounding effects: (a) temporal contiguity, (b) the number of reward administrations, and (c) discriminative stimuli associated with reward availability. These three confounding factors provide explanations for the effects of tangible rewards and praise on intrinsic motivation that are consistent with principles of operant psychology.

Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account

Science.gov (United States)

Renkl, Alexander; Hilbert, Tatjana; Schworm, Silke

2009-01-01

One classical instructional effect of cognitive load theory (CLT) is the worked-example effect. Although the vast majority of studies have focused on well-structured and algorithmic sub-domains of mathematics or physics, more recent studies have also analyzed learning with examples from complex domains in which only heuristic solution strategies…

Development of a dynamic computational model of social cognitive theory.

Science.gov (United States)

Riley, William T; Martin, Cesar A; Rivera, Daniel E; Hekler, Eric B; Adams, Marc A; Buman, Matthew P; Pavel, Misha; King, Abby C

2016-12-01

Social cognitive theory (SCT) is among the most influential theories of behavior change and has been used as the conceptual basis of health behavior interventions for smoking cessation, weight management, and other health behaviors. SCT and other behavior theories were developed primarily to explain differences between individuals, but explanatory theories of within-person behavioral variability are increasingly needed as new technologies allow for intensive longitudinal measures and interventions adapted from these inputs. These within-person explanatory theoretical applications can be modeled as dynamical systems. SCT constructs, such as reciprocal determinism, are inherently dynamical in nature, but SCT has not been modeled as a dynamical system. This paper describes the development of a dynamical system model of SCT using fluid analogies and control systems principles drawn from engineering. Simulations of this model were performed to assess if the model performed as predicted based on theory and empirical studies of SCT. This initial model generates precise and testable quantitative predictions for future intensive longitudinal research. Dynamic modeling approaches provide a rigorous method for advancing health behavior theory development and refinement and for guiding the development of more potent and efficient interventions.

Improving the Quality of Online Discussion: The Effects of Strategies Designed Based on Cognitive Load Theory Principles

Science.gov (United States)

Darabi, Aubteen; Jin, Li

2013-01-01

This article focuses on heavy cognitive load as the reason for the lack of quality associated with conventional online discussion. Using the principles of cognitive load theory, four online discussion strategies were designed specifically aiming at reducing the discussants' cognitive load and thus enhancing the quality of their online discussion.…

Toward a Unified Theory of the Relationship between Training Methods and Factors of Cognitive Ability

Science.gov (United States)

Carter, Shani D.

2008-01-01

The paper proposes a theory that trainees have varying ability levels across different factors of cognitive ability, and that these abilities are used in varying levels by different training methods. The paper reviews characteristics of training methods and matches these characteristics to different factors of cognitive ability. The paper proposes…

Using Social Cognitive Theory to Predict Physical Activity and Fitness in Underserved Middle School Children

Science.gov (United States)

Martin, Jeffrey J.; McCaughtry, Nate; Flory, Sara; Murphy, Anne; Wisdom, Kimberlydawn

2011-01-01

Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using…

Spiking Phineas Gage: a neurocomputational theory of cognitive-affective integration in decision making.

Science.gov (United States)

Wagar, Brandon M; Thagard, Paul

2004-01-01

The authors present a neurological theory of how cognitive information and emotional information are integrated in the nucleus accumbens during effective decision making. They describe how the nucleus accumbens acts as a gateway to integrate cognitive information from the ventromedial prefrontal cortex and the hippocampus with emotional information from the amygdala. The authors have modeled this integration by a network of spiking artificial neurons organized into separate areas and used this computational model to simulate 2 kinds of cognitive-affective integration. The model simulates successful performance by people with normal cognitive-affective integration. The model also simulates the historical case of Phineas Gage as well as subsequent patients whose ability to make decisions became impeded by damage to the ventromedial prefrontal cortex.

Affective and cognitive theory of mind in borderline personality disorder: The role of comorbid depression.

Science.gov (United States)

Zabihzadeh, Abbas; Maleki, Gheysar; Richman, Mara J; Hatami, AmirJalal; Alimardani, Zahedeh; Heidari, Mostafa

2017-11-01

Disturbed interpersonal relationships and misreading of others' intentions are core symptoms of borderline personality disorder (BPD). Despite these impairments, some studies have found an enhanced theory of mind (ToM) in BPD patients. Taking this into consideration, the current study attempts to further understand these discrepancies by separating ToM into two domains: affective and cognitive. Moreover, the study considered the role of comorbid symptoms of depression in these patients. Subjects were 21 patients with BPD, 23 patients with BPD and comorbid major depressive disorder (MDD), and 25 healthy controls (HC). ToM was measured with the Reading the Mind in the Eyes Test (RMET) and the Faux Pas Task, which assessed the affective and cognitive aspects of ToM, respectively. In addition, all participants were evaluated with the Beck Depression Inventory (BDI). Results showed that in both BPD groups (i.e., BPD without MDD and BPD with MDD) affective ToM scores were higher than in the HC group; however, in the cognitive ToM, the HC group performed better than the both BPD groups. Also, overall the BPD group with MDD had decreased ToM skills. Finally, BPD groups received greater scores on the BDI as compared to the HC group. Copyright © 2017 Elsevier B.V. All rights reserved.

A cognitive organization theory (COT) of organizational change : Measuring organizational texture, audience appeal, and leadership engagement

NARCIS (Netherlands)

van den Oord, Ad; Elliott, Karen; Witteloostuijn, Arjen van; Barlage, Melody; Polos, Laszlo; Rogiest, Sofie

2017-01-01

Purpose: In this paper, the authors develop a cognitive organization theory (COT) of organizational change. COT was developed in the 2000s, by taking insights from cognitive psychology and anthropology to rebuild the foundation of organizational ecology (OE), grounding macro processes of

The Integration of Cognitive and Sociocultural Theories of Literacy Development: Why? How?

Science.gov (United States)

Davidson, Katherine

2010-01-01

Cognitive and sociocultural theories of literacy development are historically considered incommensurable in practice and in research. Cognitivists view literacy development as a succession of qualitatively varied skills whereas socioculturalists view literacy as socially and culturally embedded. Traditional educational discourses tend to reflect…

Testing Theory of Planned Behavior and Neo-Socioanalytic Theory models of trait activity, industriousness, exercise social cognitions, exercise intentions, and physical activity in a representative U.S. sample

Directory of Open Access Journals (Sweden)

Phuong Thi Vo

2015-08-01

Full Text Available Prior research identified assorted relations between trait and social cognition models of personality and engagement in physical activity. Using a representative U.S. sample (N = 957, the goal of the present study was to test two alternative structural models of the relationships among the extraversion-related facet of activity, the conscientiousness-related facet of industriousness, social cognitions from the Theory of Planned Behavior (perceived behavioral control, affective attitudes, subjective norms, intentions, Social Cognitive Theory (self-efficacy, outcome expectancies, and the Transtheoretical Model (behavioral processes of change, and engagement in physical activity. Path analyses with bootstrapping procedures were used to model direct and indirect effects of trait and social cognition constructs on physical activity through two distinct frameworks – the Theory of Planned Behavior and Neo-Socioanalytic Theory. While both models showed good internal fit, comparative model information criteria showed the Theory-of-Planned-Behavior-informed model provided a better fit. In the model, social cognitions fully mediated the relationships from the activity facet and industriousness to intentions for and engagement in physical activity, such that the relationships were primarily maintained by positive affective evaluations, positive expected outcomes, and confidence in overcoming barriers related to physical activity engagement. The resultant model – termed the Disposition-Belief-Motivation model – is proposed as a useful framework for organizing and integrating personality trait facets and social cognitions from various theoretical perspectives to investigate the expression of health-related behaviors, such as physical activity. Moreover, the results are discussed in terms of extending the application of the Disposition-Belief-Motivation model to longitudinal and intervention designs for physical activity engagement.

Testing Theory of Planned Behavior and Neo-Socioanalytic Theory models of trait activity, industriousness, exercise social cognitions, exercise intentions, and physical activity in a representative U.S. sample

Science.gov (United States)

Vo, Phuong T.; Bogg, Tim

2015-01-01

Prior research identified assorted relations between trait and social cognition models of personality and engagement in physical activity. Using a representative U.S. sample (N = 957), the goal of the present study was to test two alternative structural models of the relationships among the extraversion-related facet of activity, the conscientiousness-related facet of industriousness, social cognitions from the Theory of Planned Behavior (perceived behavioral control, affective attitudes, subjective norms, intentions), Social Cognitive Theory (self-efficacy, outcome expectancies), and the Transtheoretical Model (behavioral processes of change), and engagement in physical activity. Path analyses with bootstrapping procedures were used to model direct and indirect effects of trait and social cognition constructs on physical activity through two distinct frameworks – the Theory of Planned Behavior and Neo-Socioanalytic Theory. While both models showed good internal fit, comparative model information criteria showed the Theory-of-Planned-Behavior-informed model provided a better fit. In the model, social cognitions fully mediated the relationships from the activity facet and industriousness to intentions for and engagement in physical activity, such that the relationships were primarily maintained by positive affective evaluations, positive expected outcomes, and confidence in overcoming barriers related to physical activity engagement. The resultant model – termed the Disposition-Belief-Motivation model– is proposed as a useful framework for organizing and integrating personality trait facets and social cognitions from various theoretical perspectives to investigate the expression of health-related behaviors, such as physical activity. Moreover, the results are discussed in terms of extending the application of the Disposition-Belief-Motivation model to longitudinal and intervention designs for physical activity engagement. PMID:26300811

Description of Self-efficacy and Initial Cognitive Abilities on the Students’ Physics Learning of the Direct Current Electrical Circuits

Science.gov (United States)

Zaenudin; Maknun, J.; Muslim

2017-03-01

This study aims to determine description of self -efficacy and initial cognitive abilities on the students of MAN 1 Bandung (senior high school) in learning physics on the subject of electrical circuits Direct Current (DC) before they get academy ask assigned in the classroom. From the results of this research can be used as a reference to provide appropriate measures for the advancement of student learning. The theory used in this research is the theory of Bandura. The design in this study using case study and data collection is done by tests and questionnaires, sampling techniques used by random sampling, the study was conducted on 10th grade students of MAN 1 Bandung by the amount of students 35 participants. The results of data analysis showed that the percentage of students who have moderate self-efficacy amounted to 67.05 %, and cognitive ability 50 %, this shows that the process of learning that takes place in school before that junior high school is not much scientific implement processes that provide students the opportunity to discover new things, then learning approaches of right is Problem Based Learning (PBL).

An Energy-Efficient Game-Theory-Based Spectrum Decision Scheme for Cognitive Radio Sensor Networks.

Science.gov (United States)

Salim, Shelly; Moh, Sangman

2016-06-30

A cognitive radio sensor network (CRSN) is a wireless sensor network in which sensor nodes are equipped with cognitive radio. In this paper, we propose an energy-efficient game-theory-based spectrum decision (EGSD) scheme for CRSNs to prolong the network lifetime. Note that energy efficiency is the most important design consideration in CRSNs because it determines the network lifetime. The central part of the EGSD scheme consists of two spectrum selection algorithms: random selection and game-theory-based selection. The EGSD scheme also includes a clustering algorithm, spectrum characterization with a Markov chain, and cluster member coordination. Our performance study shows that EGSD outperforms the existing popular framework in terms of network lifetime and coordination overhead.

Transcranial Direct Current Stimulation, Symptomatology, and Cognition in Psychosis: A Qualitative Review

Directory of Open Access Journals (Sweden)

Tina Gupta

2018-05-01

Full Text Available Schizophrenia is a chronic, debilitating condition that affects approximately 1% of the population. Individuals diagnosed with schizophrenia typically exhibit positive (e.g., hallucinations and negative symptoms (e.g., anhedonia and impairments in cognitive function. Given the limitations of antipsychotic medication and psychotherapy in fully treating psychosis symptomatology, there has been increasing interest in other interventions such as transcranial direct current stimulation (tDCS. tDCS is a non-invasive neuromodulation technique, that is safe, cost-effective, and widely accessible. Here, we discuss treatment studies that seek to improve symptoms and cognitive performance in schizophrenia using tDCS. Currently within the literature, there is support for reductions in positive symptoms such as hallucinations after receiving tDCS. Further, studies indicate that tDCS can improve cognitive functioning, which is an area of investigation that is sorely needed, as it is unclear which types of interventions may be useful in ameliorating cognitive deficits among this group. Taken together, the evidence suggests that tDCS holds promise in improving symptoms and cognition. To that end, tDCS has critical clinical implications for this population.

Connecting Neuroscience, Cognitive, and Educational Theories and Research to Practice: A Review of Mathematics Intervention Programs

Science.gov (United States)

Kroeger, Lori A.; Brown, Rhonda Douglas; O'Brien, Beth A.

2012-01-01

Research Findings: This article describes major theories and research on math cognition across the fields of neuroscience, cognitive psychology, and education and connects these literatures to intervention practices. Commercially available math intervention programs were identified and evaluated using the following questions: (a) Did neuroscience…

Can Transcranial Direct Current Stimulation Improve Cognitive Functioning in Adults with Schizophrenia?

Science.gov (United States)

Schretlen, David J; van Steenburgh, Joseph J; Varvaris, Mark; Vannorsdall, Tracy D; Andrejczuk, Megan A; Gordon, Barry

Cognitive impairment is nearly ubiquitous in schizophrenia. First-degree relatives of persons with schizophrenia often show similar but milder deficits. Current methods for the treatment of schizophrenia are often ineffective in cognitive remediation. Since transcranial direct current stimulation (tDCS) can enhance cognitive functioning in healthy adults, it might provide a viable option to enhance cognition in schizophrenia. We sought to explore whether tDCS can be tolerated by persons with schizophrenia and potentially improve their cognitive functioning. We examined the effects of anodal versus cathodal tDCS on working memory and other cognitive tasks in five outpatients with schizophrenia and six first-degree relatives of persons with schizophrenia. Each participant completed tasks thought to be mediated by the prefrontal cortex during two 30-minute sessions of tDCS to the left and right dorsolateral prefrontal cortex (DLPFC). Anodal stimulation over the left DLPFC improved performance relative to cathodal stimulation on measures of working memory and aspects of verbal fluency relevant to word retrieval. The patient group showed differential changes in novel design production without alteration of overall productivity, suggesting that tDCS might be capable of altering self-monitoring and executive control. All participants tolerated tDCS well. None withdrew from the study or experienced any adverse reaction. We conclude that adults with schizophrenia can tolerate tDCS while engaging in cognitive tasks and that tDCS can alter their performance.

Dynamic conservation of anomalous current in gauge theories

International Nuclear Information System (INIS)

Kulikov, A.V.

1986-01-01

The symmetry of classical Lagrangian of gauge fields is shown to lead in quantum theory to certain limitations for the fields interacting with gauge ones. Due to this property, additional terms appear in the effective action in the theories with anomalous currents and its gauge invariance is ensured

Cognitive intervention with elite performers: reversal theory.

OpenAIRE

Kerr, J H

1987-01-01

Noticeable in the literature associated with the application of psychology to the area of sport and sports performance in particular has been the increasing frequency of references to the use of cognitive intervention in the sports context. Currently utilised in clinical psychology and behavioural medicine, and receiving increasing attention in sports psychology, are a number of intervention techniques primarily oriented towards altering the individual's level of arousal. These techniques, wh...

Integrating social capital theory, social cognitive theory, and the technology acceptance model to explore a behavioral model of telehealth systems.

Science.gov (United States)

Tsai, Chung-Hung

2014-05-07

Telehealth has become an increasingly applied solution to delivering health care to rural and underserved areas by remote health care professionals. This study integrated social capital theory, social cognitive theory, and the technology acceptance model (TAM) to develop a comprehensive behavioral model for analyzing the relationships among social capital factors (social capital theory), technological factors (TAM), and system self-efficacy (social cognitive theory) in telehealth. The proposed framework was validated with 365 respondents from Nantou County, located in Central Taiwan. Structural equation modeling (SEM) was used to assess the causal relationships that were hypothesized in the proposed model. The finding indicates that elderly residents generally reported positive perceptions toward the telehealth system. Generally, the findings show that social capital factors (social trust, institutional trust, and social participation) significantly positively affect the technological factors (perceived ease of use and perceived usefulness respectively), which influenced usage intention. This study also confirmed that system self-efficacy was the salient antecedent of perceived ease of use. In addition, regarding the samples, the proposed model fitted considerably well. The proposed integrative psychosocial-technological model may serve as a theoretical basis for future research and can also offer empirical foresight to practitioners and researchers in the health departments of governments, hospitals, and rural communities.

Integrating Social Capital Theory, Social Cognitive Theory, and the Technology Acceptance Model to Explore a Behavioral Model of Telehealth Systems

Directory of Open Access Journals (Sweden)

Chung-Hung Tsai

2014-05-01

Full Text Available Telehealth has become an increasingly applied solution to delivering health care to rural and underserved areas by remote health care professionals. This study integrated social capital theory, social cognitive theory, and the technology acceptance model (TAM to develop a comprehensive behavioral model for analyzing the relationships among social capital factors (social capital theory, technological factors (TAM, and system self-efficacy (social cognitive theory in telehealth. The proposed framework was validated with 365 respondents from Nantou County, located in Central Taiwan. Structural equation modeling (SEM was used to assess the causal relationships that were hypothesized in the proposed model. The finding indicates that elderly residents generally reported positive perceptions toward the telehealth system. Generally, the findings show that social capital factors (social trust, institutional trust, and social participation significantly positively affect the technological factors (perceived ease of use and perceived usefulness respectively, which influenced usage intention. This study also confirmed that system self-efficacy was the salient antecedent of perceived ease of use. In addition, regarding the samples, the proposed model fitted considerably well. The proposed integrative psychosocial-technological model may serve as a theoretical basis for future research and can also offer empirical foresight to practitioners and researchers in the health departments of governments, hospitals, and rural communities.

Association between current smoking and cognitive impairment depends on age: A cross-sectional study in Xi'an, China.

Science.gov (United States)

Liu, Jie; Shang, Suhang; Li, Pei; Deng, Meiying; Chen, Chen; Jiang, Yu; Dang, Liangjun; Qu, Qiumin

2017-09-08

Cigarette smoking is a modifiable risk factor for cognitive impairment, while the relationship between current smoking and cognitive impairment is not fully understood. The objectives were to identify a possible association between current smoking and cognitive impairment depending on age in the Chinese rural population. Data for the study consisted of 1,782 participants (40 years and older) who lived in a rural village in the vicinity of Xi'an, China. Data about smoking history and cognitive function were collected. Cognitive function was scored by the Mini-Mental State Examination. The effect of age on the relationship between current smoking and cognitive impairment was analyzed with interaction and stratified analysis by logistic regression models. Interaction analysis showed that current smoking is positively related with cognitive impairment (odds ratio [OR]=9.067; 95% confidence interval [95% CI] 1.305-62.979; P=.026). However, the interaction term, age by current smoking, is negatively related with cognitive impairment (OR=0.969; 95%CI 0.939-0.999; P=.045). Stratified logistic regression showed that in the 40-65 years of age sublayer, OR of current smoking is 1.966 (P=.044), whereas in the>65 years of age sublayer, the OR is 0.470 (P=.130). This means that the association between current smoking and cognitive impairment with age might be positive (OR>1) in lower age sublayers, but no significant difference in higher age sublayers. In conclusion, current smoking might be positively associated with cognitive impairment in the middle-aged but the relationship declines with increasing age. Copyright © 2017 Elsevier España, S.L.U. All rights reserved.

Social Cognition Deficits: Current Position and Future Directions for Neuropsychological Interventions in Cerebrovascular Disease

Directory of Open Access Journals (Sweden)

Progress Njomboro

2017-01-01

Full Text Available Neuropsychological assessments of cognitive dysfunction in cerebrovascular illness commonly target basic cognitive functions involving aspects of memory, attention, language, praxis, and number processing. Here, I highlight the clinical importance of often-neglected social cognition functions. These functions recruit a widely distributed neural network, making them vulnerable in most cerebrovascular diseases. Sociocognitive deficits underlie most of the problematic social conduct observed in patients and are associated with more negative clinical outcomes (compared to nonsocial cognitive deficits. In clinical settings, social cognition deficits are normally gleaned from collateral information from caregivers or from indirect inferences made from patients’ performance on standard nonsocial cognitive tests. Information from these sources is however inadequate. I discuss key social cognition functions, focusing initially on deficits in emotion perception and theory of mind, two areas that have gained sizeable attention in neuroscientific research, and then extend the discussion into relatively new, less covered but crucial functions involving empathic behaviour, social awareness, social judgements, and social decision making. These functions are frequently impaired following neurological change. At present, a wide range of psychometrically robust social cognition tests is available, and this review also makes the case for their inclusion in neuropsychological assessments.

Evaluation of a social cognitive theory-based yoga intervention to reduce anxiety.

Science.gov (United States)

Mehta, Purvi; Sharma, Manoj

Yoga is often viewed as a form of alternative and complementary medicine, as it strives to achieve equilibrium between the body and mind that aids healing. Studies have shown the beneficial role of yoga in anxiety reduction. The purpose of this study was to design and evaluate a 10-week social cognitive theory based yoga intervention to reduce anxiety. The yoga intervention utilized the constructs of behavioral capability, expectations, self-efficacy for yoga from social cognitive theory, and included asanas (postures), pranayama (breathing techniques), shava asana (relaxation), and dhyana (meditation). A one-between and one-within group, quasi-experimental design was utilized for evaluation. Scales measuring expectations from yoga, self-efficacy for yoga, and Speilberger's State Trait Anxiety Inventory, were administered before and after the intervention. Repeated measures analyses of variance (ANOVA) were performed to compare pre-test and post-test scores in the two groups. Yoga as an approach shows promising results for anxiety reduction.

Cognitive Behaviour Therapy for Children and Adolescents: Can Attachment Theory Contribute to Its Efficacy?

Science.gov (United States)

Bosmans, Guy

2016-12-01

Meta-analyses consistently demonstrate that cognitive behaviour therapy (CBT) provides effective evidence-based treatment for children and adolescents with emotional and behaviour problems. Also consistent across meta-analyses is the observation that CBT treatment effects are often medium in size. This observation has instigated a search for factors that could help explain the limited treatment effects and that could be focused upon to enhance CBT treatment outcomes. The current qualitative review focuses on the parent-child attachment relationship as one factor that could be relevant to enhance CBT treatment effects. This review first acknowledges reasons why CBT has historically not been attracted to attachment theory and its postulates. Second, recent evidence is examined to evaluate whether attachment can be approached from a cognitive schema perspective. Subsequently, research is described showing how restoring attachment relationships could result in large treatment effects. Finally, this evidence is integrated in a model of attachment assessment and intervention that might be compatible with CBT. In sum, this review suggests that restoring trust in insecure parent-child attachment relationships can be integrated within CBT and could contribute to its treatment outcomes.

Inhibitory processes and cognitive flexibility: evidence for the theory of attentional inertia

Directory of Open Access Journals (Sweden)

Isabel Introzzi

2015-07-01

Full Text Available The aim of this study was to discriminate the differential contribution of different inhibitory processes -perceptual, cognitive and behavioral inhibition- to switching cost effect associated with alternation cognitive tasks. A correlational design was used. Several experimental paradigms (e.g., Stop signal, visual search, Stemberg´s experimental and Simon paradigm were adapted and included in a computerized program called TAC (Introzzi & Canet Juric, 2014 to the assessment of the different cognitive processes. The final sample consisted of 45 adults (18-50 years. Perceptual and behavioral inhibition shows moderate and low correlations with attentional cost, cognitive inhibition shows no relation with flexibility and only perceptual inhibition predicts switching costs effects, suggesting that different inhibitory processes contribute differentially to switch cost. This could be interpreted as evidence to Attentional Inertia Theory main argument which postulates that inhibition plays an essential role in the ability to flexibly switch between tasks and/or representations.

Self-Instructional Module Based on Cognitive Load Theory: A Study on Information Retention among Trainee Teachers

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Ong, Chiek Pin; Tasir, Zaidatun

2015-01-01

The aim of the research is to study the information retention among trainee teachers using a self-instructional printed module based on Cognitive Load Theory for learning spreadsheet software. Effective pedagogical considerations integrating the theoretical concepts related to cognitive load are reflected in the design and development of the…

Rotating magnetic field current drive-theory and experiment

International Nuclear Information System (INIS)

Donnelly, I.J.

1989-01-01

Rotating magnetic fields have been used to drive plasma current and establish a range of compact torus configurations, named rotamaks. The current drive mechanism involves a ponderomotive force acting on the electron fluid. Recent extensions of the theory indicate that this method is most suitable for driving currents in directions perpendicular to the steady magnetic fields

An Energy-Efficient Game-Theory-Based Spectrum Decision Scheme for Cognitive Radio Sensor Networks

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Shelly Salim

2016-06-01

Full Text Available A cognitive radio sensor network (CRSN is a wireless sensor network in which sensor nodes are equipped with cognitive radio. In this paper, we propose an energy-efficient game-theory-based spectrum decision (EGSD scheme for CRSNs to prolong the network lifetime. Note that energy efficiency is the most important design consideration in CRSNs because it determines the network lifetime. The central part of the EGSD scheme consists of two spectrum selection algorithms: random selection and game-theory-based selection. The EGSD scheme also includes a clustering algorithm, spectrum characterization with a Markov chain, and cluster member coordination. Our performance study shows that EGSD outperforms the existing popular framework in terms of network lifetime and coordination overhead.

Applying Attention Restoration Theory to Understand and Address Clergy's Need to Restore Cognitive Capacity.

Science.gov (United States)

Gill, Chelsea; Packer, Jan; Ballantyne, Roy

2018-02-06

Attention Restoration Theory is applied to explore the causes and consequences of mental fatigue in clergy and suggest practical interventions to restore cognitive wellbeing. Previous research has investigated the physical and emotional health and wellbeing of clergy, but has largely neglected clergy cognitive wellbeing. Due to the demanding nature of their work, clergy are particularly susceptible to mental fatigue and depletion of their capacity to maintain attention. Symptoms include inability to focus attention, inhibit distractions, make decisions or solve problems. Mental fatigue can be overcome, and cognitive capacity restored, by spending time in restorative environments that allow directed attention to rest.

Cognitive Load Theory: How Many Types of Load Does It Really Need?

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Kalyuga, Slava

2011-01-01

Cognitive load theory has been traditionally described as involving three separate and additive types of load. Germane load is considered as a learning-relevant load complementing extraneous and intrinsic load. This article argues that, in its traditional treatment, germane load is essentially indistinguishable from intrinsic load, and therefore…

The current status of theory evaluation in nursing.

Science.gov (United States)

Im, Eun-Ok

2015-10-01

To identify the current status of theory evaluation in nursing and provide directions for theory evaluation for future development of theoretical bases of nursing discipline. Theory evaluation is an essential component in development of nursing knowledge, which is a critical element in development of nursing discipline. Despite earlier significant efforts for theory evaluation in nursing, a recent decline in the number of theory evaluation articles was noted and there have been few updates on theory evaluation in nursing. Discussion paper. A total of 58 articles published from 2003-2014 were retrieved through searches using the PUBMED, PsyInfo and CINAHL. The articles were sorted by the area of evaluation and analysed to identify themes reflecting the theory evaluation process. Diverse ways of theory evaluation need to be continuously used in future theory evaluation efforts. Six themes reflecting the theory evaluation process were identified: (a) rarely using existing theory evaluation criteria; (b) evaluating specifics; (c) using various statistical analysis methods; (d) developing instruments; (e) adopting in practice and education; and (f) evaluating mainly middle-range theories and situation-specific theories. © 2015 John Wiley & Sons Ltd.

The Interplay between Emotion and Cognition in Autism Spectrum Disorder: Implications for Developmental Theory

Science.gov (United States)

Gaigg, Sebastian B.

2012-01-01

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that is clinically defined by abnormalities in reciprocal social and communicative behaviors and an inflexible adherence to routinised patterns of thought and behavior. Laboratory studies repeatedly demonstrate that autistic individuals experience difficulties in recognizing and understanding the emotional expressions of others and naturalistic observations show that they use such expressions infrequently and inappropriately to regulate social exchanges. Dominant theories attribute this facet of the ASD phenotype to abnormalities in a social brain network that mediates social-motivational and social-cognitive processes such as face processing, mental state understanding, and empathy. Such theories imply that only emotion related processes relevant to social cognition are compromised in ASD but accumulating evidence suggests that the disorder may be characterized by more widespread anomalies in the domain of emotions. In this review I summarize the relevant literature and argue that the social-emotional characteristics of ASD may be better understood in terms of a disruption in the domain-general interplay between emotion and cognition. More specifically I will suggest that ASD is the developmental consequence of early emerging anomalies in how emotional responses to the environment modulate a wide range of cognitive processes including those that are relevant to navigating the social world. PMID:23316143

The interplay between emotion and cognition in Autism Spectrum Disorder: Implications for developmental theory

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Sebastian B Gaigg

2012-12-01

Full Text Available Autism Spectrum Disorder (ASD is a neurodevelopmental disorder that is clinically defined by abnormalities in reciprocal social and communicative behaviours and an inflexible adherence to routinised patterns of thought and behaviour. Laboratory studies repeatedly demonstrate that autistic individuals experience difficulties in recognising and understanding the emotional expressions of others and naturalistic observations show that they use such expressions infrequently and inappropriately to regulate social exchanges. Dominant theories attribute this facet of the ASD phenotype to abnormalities in a social brain network that mediates social-motivational and social-cognitive processes such as face processing, mental state understanding and empathy. Such theories imply that only emotion related processes relevant to social cognition are compromised in ASD but accumulating evidence suggests that the disorder may be characterised by more widespread anomalies in the domain of emotions. In this review I summarise the relevant literature and argue that the social-emotional characteristics of ASD may be better understood in terms of a disruption in the domain-general interplay between emotion and cognition. More specifically I will suggest that ASD is the developmental consequence of early-emerging anomalies in how emotional responses to the environment modulate a wide range of cognitive processes including those that are relevant to navigating the social world.

Development of a subjective cognitive decline questionnaire using item response theory: a pilot study.

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Gifford, Katherine A; Liu, Dandan; Romano, Raymond; Jones, Richard N; Jefferson, Angela L

2015-12-01

Subjective cognitive decline (SCD) may indicate unhealthy cognitive changes, but no standardized SCD measurement exists. This pilot study aims to identify reliable SCD questions. 112 cognitively normal (NC, 76±8 years, 63% female), 43 mild cognitive impairment (MCI; 77±7 years, 51% female), and 33 diagnostically ambiguous participants (79±9 years, 58% female) were recruited from a research registry and completed 57 self-report SCD questions. Psychometric methods were used for item-reduction. Factor analytic models assessed unidimensionality of the latent trait (SCD); 19 items were removed with extreme response distribution or trait-fit. Item response theory (IRT) provided information about question utility; 17 items with low information were dropped. Post-hoc simulation using computerized adaptive test (CAT) modeling selected the most commonly used items (n=9 of 21 items) that represented the latent trait well (r=0.94) and differentiated NC from MCI participants (F(1,146)=8.9, p=0.003). Item response theory and computerized adaptive test modeling identified nine reliable SCD items. This pilot study is a first step toward refining SCD assessment in older adults. Replication of these findings and validation with Alzheimer's disease biomarkers will be an important next step for the creation of a SCD screener.

The Interplay between Emotion and Cognition in Autism Spectrum Disorder: Implications for Developmental Theory.

Science.gov (United States)

Gaigg, Sebastian B

2012-01-01

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that is clinically defined by abnormalities in reciprocal social and communicative behaviors and an inflexible adherence to routinised patterns of thought and behavior. Laboratory studies repeatedly demonstrate that autistic individuals experience difficulties in recognizing and understanding the emotional expressions of others and naturalistic observations show that they use such expressions infrequently and inappropriately to regulate social exchanges. Dominant theories attribute this facet of the ASD phenotype to abnormalities in a social brain network that mediates social-motivational and social-cognitive processes such as face processing, mental state understanding, and empathy. Such theories imply that only emotion related processes relevant to social cognition are compromised in ASD but accumulating evidence suggests that the disorder may be characterized by more widespread anomalies in the domain of emotions. In this review I summarize the relevant literature and argue that the social-emotional characteristics of ASD may be better understood in terms of a disruption in the domain-general interplay between emotion and cognition. More specifically I will suggest that ASD is the developmental consequence of early emerging anomalies in how emotional responses to the environment modulate a wide range of cognitive processes including those that are relevant to navigating the social world.

An Investigation of the Mathematical Models of Piaget's Psychological Theory of Cognitive Learning. Final Report.

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Kalechofsky, Robert

This research paper proposes several mathematical models which help clarify Piaget's theory of cognition on the concrete and formal operational stages. Some modified lattice models were used for the concrete stage and a combined Boolean Algebra and group theory model was used for the formal stage. The researcher used experiments cited in the…

Speed maintenance under cognitive load - Implications for theories of driver behaviour.

Science.gov (United States)

Lewis-Evans, Ben; de Waard, Dick; Brookhuis, Karel A

2011-07-01

No theory of driver behaviour has yet managed to achieve widespread acceptance and use in the field of Traffic Psychology, partly due to the difficulty in testing many of the theories. However, one class of theories, the motivational theories, can be usefully split into two groups and the differences between them can then be examined. One group posits the constant monitoring and targeting of a certain subjective variable, often risk, as the controlling factor in driving. The other group however states that subjective variables such as risk are only relevant once a certain threshold has been passed. In this study we aimed to examine this difference by manipulating both speed of travel and the amount of cognitive load participants were under. Participants were asked to initially drive at their preferred speed for 1min in a driving simulator. Participant's speed was then automatically increased or decreased by 10, 20 30km/h or left unchanged. Participants were then required to maintain the new speed for 1min. After this 1min the speed was again automatically changed and had to be maintained for one more minute, but this time participants also carried out a secondary mental arithmetic task. Finally participants were asked to again drive for another 1min at their preferred speed. This procedure was repeated seven times, once for each speed manipulation; -30, -20, -10, +0, +10, +20 and +30km/h. After each 1min interval verbal ratings of task difficulty, effort, feeling of risk and the typicality of the speed were collected. The results show a threshold effect in ratings of task difficulty, effort and feeling of risk, with no significant difference given between the ratings during the baseline period and the experimentally decreased speed periods until after participant's preferred speed of travel had been exceeded. Furthermore, even when under cognitive load the threshold relationship was still apparent, if diminished. Finally it appears that when under cognitive load

A pilot study of cognitive training with and without transcranial direct current stimulation to improve cognition in older persons with HIV-related cognitive impairment

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Ownby RL

2016-10-01

Full Text Available Raymond L Ownby,1 Amarilis Acevedo2 1Department of Psychiatry and Behavioral Medicine, 2College of Psychology, Nova Southeastern University, Fort Lauderdale, FL, USA Background: In spite of treatment advances, HIV infection is associated with cognitive deficits. This is even more important as many persons with HIV infection age and experience age-related cognitive impairments. Both computer-based cognitive training and transcranial direct current stimulation (tDCS have shown promise as interventions to improve cognitive function. In this study, we investigate the acceptability and efficacy of cognitive training with and without tDCS in older persons with HIV. Patients and methods: In this single-blind randomized study, participants were 14 individuals of whom 11 completed study procedures (mean age =51.5 years; nine men and two women with HIV-related mild neurocognitive disorder. Participants completed a battery of neuropsychological and self-report measures and then six 20-minute cognitive training sessions while receiving either active or sham anodal tDCS over the left dorsolateral prefrontal cortex. After training, participants completed the same measures. Success of the blind and participant reactions were assessed during a final interview. Assessments were completed by an assessor blind to treatment assignment. Pre- and post-training changes were evaluated via analysis of covariance yielding estimates of effect size. Results: All participants believed that they had been assigned to active treatment; nine of the 11 believed that the intervention had improved their cognitive functioning. Both participants who felt the intervention was ineffective were assigned to the sham condition. None of the planned tested interactions of time with treatment was significant, but 12 of 13 favored tDCS (P=0.08. All participants indicated that they would participate in similar studies in the future. Conclusion: Results show that both cognitive training via

Review of current drive theory: selected topics

International Nuclear Information System (INIS)

Fisch, N.J.

1993-01-01

Two themes in current drive theory in tokamaks are reviewed, both relevant to the progression of tokamak experiments toward the reactor regime. First, the physics of the tail electrons is reviewed. These electrons are capable of carrying enormous rf-driven electric current, and, in the course of current-drive experiments worldwide not only has the current drive effect been demonstrated, but the underlying physical description of these tail electrons has been established. Second, anticipating the presence of the energetic alpha particles that result from D-T reactions in a reactor, certain mechanisms through which these alpha particles can be used to facilitate current-drive are reviewed. (Author)

ELECTRON CYCLOTRON CURRENT DRIVE IN DIII-D: EXPERIMENT AND THEORY

International Nuclear Information System (INIS)

PRATER, R; PETTY, CC; LUCE, TC; HARVEY, RW; CHOI, M; LAHAYE, RJ; LIN-LIU, Y-R; LOHR, J; MURAKAMI, M; WADE, MR; WONG, K-L

2003-01-01

A271 ELECTRON CYCLOTRON CURRENT DRIVE IN DIII-D: EXPERIMENT AND THEORY. Experiments on the DIII-D tokamak in which the measured off-axis electron cyclotron current drive has been compared systematically to theory over a broad range of parameters have shown that the Fokker-Planck code CQL3D provides an excellent model of the relevant current drive physics. This physics understanding has been critical in optimizing the application of ECCD to high performance discharges, supporting such applications as suppression of neoclassical tearing modes and control and sustainment of the current profile

Digital movie piracy: A perspective on downloading behavior through social cognitive theory

NARCIS (Netherlands)

Jacobs, Ruud; Heuvelman, A.; Tan, Maurice; Peters, O.

2012-01-01

This study refined and specified a model based on the application (e.g. LaRose & Kim, 2007) of social cognitive theory (Bandura, 1986) to analyze and compare the behavior and attitudes exhibited by movie downloaders and to compare the number of movies they consume. The model is tested against data

Pupillary response to complex interdependent tasks: A cognitive-load theory perspective.

Science.gov (United States)

Mitra, Ritayan; McNeal, Karen S; Bondell, Howard D

2017-10-01

Pupil dilation is known to indicate cognitive load. In this study, we looked at the average pupillary responses of a cohort of 29 undergraduate students during graphical problem solving. Three questions were asked, based on the same graphical input. The questions were interdependent and comprised multiple steps. We propose a novel way of analyzing pupillometry data for such tasks on the basis of eye fixations, a commonly used eyetracking parameter. We found that pupil diameter increased during the solution process. However, pupil diameter did not always reflect the expected cognitive load. This result was studied within a cognitive-load theory model. Higher-performing students showed evidence of germane load and schema creation, indicating use of the interdependent nature of the tasks to inform their problem-solving process. However, lower-performing students did not recognize the interdependent nature of the tasks and solved each problem independently, which was expressed in a markedly different pupillary response pattern. We discuss the import of our findings for instructional design.

Short-term improvement in oral self-care of adolescents with social-cognitive theory-guided intervention.

Science.gov (United States)

Hall-Scullin, Emma P

2015-12-01

Cluster randomised controlled trial. Clusters of adolescents (classrooms of 15- to 16-year-olds) in each school were allocated either into a control group or into an intervention group. The interventions consisted of peer cooperation (peer support) and peer interactive learning (observational learning) facilitated through feedback from a dentist (professional support). Three intervention sessions with preselected pairs of adolescents were delivered in the first three weeks. Gender, family socio-economic status (baseline) and different social-cognitive domain variables (baseline, six, and 12 months) were assessed using a questionnaire. Dental plaque levels were the primary outcome measure and they were measured at baseline, after the intervention measured only in the social-cognitive theory-guided group, at six and 12 months. At the six-month follow-up there was a statistically significant difference in means ± SD between the social-cognitive intervention group (27.4 ± 19.4) and the control group (35.1 ± 20.0). At the 12-month follow-up, there was no statistically significant difference in means ± SD between the social-cognitive intervention group (27.4 ± 18.5) and the control group (31.9 ± 17.8). Variations in dental plaque levels at different time periods were explained by the following predictors: family's socio-economic status, social-cognitive domain variables, group affiliation and baseline plaque levels. Social-cognitive theory-guided interventions improved oral self-care of adolescents in the short term. This improvement lasted only for five months after the intervention was discontinued.

Canonical failure modes of real-time control systems: insights from cognitive theory

Science.gov (United States)

Wallace, Rodrick

2016-04-01

Newly developed necessary conditions statistical models from cognitive theory are applied to generalisation of the data-rate theorem for real-time control systems. Rather than graceful degradation under stress, automatons and man/machine cockpits appear prone to characteristic sudden failure under demanding fog-of-war conditions. Critical dysfunctions span a spectrum of phase transition analogues, ranging from a ground state of 'all targets are enemies' to more standard data-rate instabilities. Insidious pathologies also appear possible, akin to inattentional blindness consequent on overfocus on an expected pattern. Via no-free-lunch constraints, different equivalence classes of systems, having structure and function determined by 'market pressures', in a large sense, will be inherently unreliable under different but characteristic canonical stress landscapes, suggesting that deliberate induction of failure may often be relatively straightforward. Focusing on two recent military case histories, these results provide a caveat emptor against blind faith in the current path-dependent evolutionary trajectory of automation for critical real-time processes.

Relationship of Social Cognitive Theory Concepts to Dietary Habits of Pregnant Women.

Science.gov (United States)

Torkan, Nasrin; Kazemi, Ashraf; Paknahad, Zamzam; Bahadoran, Parvin

2018-01-01

Nutrition during pregnancy is undoubtedly one of the most important factors affecting maternal health. In this regard, considering the cognitive-behavioral factors associated with feeding, behaviors will play an important role in the effectiveness of interventions. Therefore, this study aimed to investigate the correlation between food habits and structures of social cognitive theory in pregnant women. In this cross-sectional study, 192 pregnant women were randomly selected. Data were collected using a questionnaire based on the social cognitive theory structures and food habits questionnaire in the questioning manner and was also analyzed using Pearson correlation and multiple linear regression with the software Statistical Package for the Social Sciences, version 19. There was a significant correlation between nutritional behavior with self-regulation ( p = 0.001), self-efficacy ( p = 0.001), outcome expectations ( p = 0.001), social support ( p = 0.002), and access ( p = 0.001). A significant correlation was observed between lack of consumption of unnecessary and unhelpful food with self-regulation ( p = 0.02). In the multivariable regression analysis, only self-regulation revealed significant and direct contribution in relation to nutritional behavior ( p < 0.001). Results of this study showed that self-regulation is one of the important factors associated with feeding behavior in pregnant women so that it is suggested to be considered in nutritional interventions in order to improve nutritional behavior.

Et si c'était de la dissonance cognitive ? : Just like Cognitive Dissonance

OpenAIRE

Brunel , Olivier; Gallen , Céline

2010-01-01

In 1957, Festinger states the theory which explains how individuals perceive and manage an inconsistency between two cognitions: the “cognitive dissonance”. This theory, considered as a revolution in Social Psychology, is little used in marketing research on incongruency which rather refers to disconfirmation of expectations theory or assimilation / contrast theory. This article shows that these theories are in fact pieces of cognitive dissonance theory and discuss about the interest to inclu...

Hypnosis, suggestions, and altered states of consciousness: experimental evaluation of the new cognitive-behavioral theory and the traditional trance-state theory of "hypnosis".

Science.gov (United States)

Barber, T X; Wilson, S C

1977-10-07

Sixty-six subjects were tested on a new scale for evaluating "hypnotic-like" experiences (The Creative Imagination Scale), which includes ten standardized test-suggestions (e.g. suggestions for arm heaviness, finger anesthesia, time distortion, and age regression). The subjects were randomly assigned to one of three treatment groups (Think-With Instructions, trance induction, and Control), with 22 subjects to each group. The new Cognitive-Behavioral Theory predicted that subjects exposed to preliminary instructions designed to demonstrate how to think and imagine along with the suggested themes (Think-With Instructions) would be more responsive to test-suggestions for anesthesia, time distortion, age regression, and so on, than subjects exposed to a trance-induction procedure. On the other hand, the traditional Trance State Theory predicted that a trance induction would be more effective than Think-With Instructions in enhancing responses to such suggestions. Subjects exposed to the Think-With Instructions obtained significantly higher scores on the test-suggestions than those exposed either to the traditional trance-induction procedure or to the control treatment. Scores of subjects who received the trance-induction procedure were not significantly different from those of the subjects who received the control treatment. The results thus supported the new Cognitive-Behavioral Theory and contradicted the traditional Trance State Theory of hypnosis. Two recent experiments, by De Stefano and by Katz, confirmed the above experimental results and offered further support for the Cognitive-Behavioral Theory. In both recent experiments, subjects randomly assigned to a "Think-With Instructions" treatment were more responsive to test-suggestions than those randomly assigned to a traditional trance-induction treatment.

The Myth of Neutral Judge: Overcoming Neutrality by the Cognition Theory And the Pursuit of Legal Certainty

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Alyane Almeida de Araújo

2016-11-01

Full Text Available The  Law  scientific-rational  character  created  the  image  of  a  neutral  judge;  however, Neuroscience currently shows that the decision-making process involves activations in the prefrontal cortex along with emotions management areas. The aim of this work is to check the subsistence of the neutral judge after the cognition theory, with points of reflexion in post- positivist hermeneutics. Using the comprehensive method on bibliographic prospection, we conclude that despite the neutrality has been overcome, the search for legal certainty continues, which will be achieved through values and social purposes of the onwn normative system.

Cognition In Hci: An Ongoing Story

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Jörn Hurtienne

2009-01-01

Full Text Available The field of human computer interaction (HCI is deeply rooted in cognitive science. But can cognitive science still contribute to the newest developments? This article introduces the recent trends towards “embodied cognition.” Then research on image schemas and their metaphorical extensions is reviewed as an example of how understanding a special branch of embodied cognition can be useful to HCI. Special emphasis is placed on the validity of the theory and its practicability in different phases of the user interface design cycle. It is concluded that cognition can still contribute to current HCI and that the dialogue between the different schools of thought is beneficial to the field.

Stroop-like effects in a new-code learning task: A cognitive load theory perspective.

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Hazan-Liran, Batel; Miller, Paul

2017-09-01

To determine whether and how learning is biased by competing task-irrelevant information that creates extraneous cognitive load, we assessed the efficiency of university students with a learning paradigm in two experiments. The paradigm asked participants to learn associations between eight words and eight digits. We manipulated congruity of the digits' ink colour with the words' semantics. In Experiment 1 word stimuli were colour words (e.g., blue, yellow) and in Experiment 2 colour-related word concepts (e.g., sky, banana). Marked benefits and costs on learning due to variation in extraneous cognitive load originating from processing task-irrelevant information were evident. Implications for cognitive load theory and schooling are discussed.

Neonatal Imitation: Theory, Experimental Design, and Significance for the Field of Social Cognition.

Science.gov (United States)

Vincini, Stefano; Jhang, Yuna; Buder, Eugene H; Gallagher, Shaun

2017-01-01

Neonatal imitation has rich implications for neuroscience, developmental psychology, and social cognition, but there is little consensus about this phenomenon. The primary empirical question, whether or not neonatal imitation exists, is not settled. Is it possible to give a balanced evaluation of the theories and methodologies at stake so as to facilitate real progress with respect to the primary empirical question? In this paper, we address this question. We present the operational definition of differential imitation and discuss why it is important to keep it in mind. The operational definition indicates that neonatal imitation may not look like prototypical imitation and sets non-obvious requirements on what can count as evidence for imitation. We also examine the principal explanations for the extant findings and argue that two theories, the arousal hypothesis and the Association by Similarity Theory, which interprets neonatal imitation as differential induction of spontaneous behavior through similarity, offer better explanations than the others. With respect to methodology, we investigate what experimental design can best provide evidence for imitation, focusing on how differential induction may be maximized and detected. Finally, we discuss the significance of neonatal imitation for the field of social cognition. Specifically, we propose links with theories of social interaction and direct social perception. Overall, our goals are to help clarify the complex theoretical issues at stake and suggest fruitful guidelines for empirical research.

Neonatal Imitation: Theory, Experimental Design, and Significance for the Field of Social Cognition

Directory of Open Access Journals (Sweden)

Stefano Vincini

2017-08-01

Full Text Available Neonatal imitation has rich implications for neuroscience, developmental psychology, and social cognition, but there is little consensus about this phenomenon. The primary empirical question, whether or not neonatal imitation exists, is not settled. Is it possible to give a balanced evaluation of the theories and methodologies at stake so as to facilitate real progress with respect to the primary empirical question? In this paper, we address this question. We present the operational definition of differential imitation and discuss why it is important to keep it in mind. The operational definition indicates that neonatal imitation may not look like prototypical imitation and sets non-obvious requirements on what can count as evidence for imitation. We also examine the principal explanations for the extant findings and argue that two theories, the arousal hypothesis and the Association by Similarity Theory, which interprets neonatal imitation as differential induction of spontaneous behavior through similarity, offer better explanations than the others. With respect to methodology, we investigate what experimental design can best provide evidence for imitation, focusing on how differential induction may be maximized and detected. Finally, we discuss the significance of neonatal imitation for the field of social cognition. Specifically, we propose links with theories of social interaction and direct social perception. Overall, our goals are to help clarify the complex theoretical issues at stake and suggest fruitful guidelines for empirical research.

Modular constraints on conformal field theories with currents

Science.gov (United States)

Bae, Jin-Beom; Lee, Sungjay; Song, Jaewon

2017-12-01

We study constraints coming from the modular invariance of the partition function of two-dimensional conformal field theories. We constrain the spectrum of CFTs in the presence of holomorphic and anti-holomorphic currents using the semi-definite programming. In particular, we find the bounds on the twist gap for the non-current primaries depend dramatically on the presence of holomorphic currents, showing numerous kinks and peaks. Various rational CFTs are realized at the numerical boundary of the twist gap, saturating the upper limits on the degeneracies. Such theories include Wess-Zumino-Witten models for the Deligne's exceptional series, the Monster CFT and the Baby Monster CFT. We also study modular constraints imposed by W -algebras of various type and observe that the bounds on the gap depend on the choice of W -algebra in the small central charge region.

A Cognitive-Systemic Reconstruction of Maslow's Theory of Self-Actualization

OpenAIRE

Heylighen, Francis

1992-01-01

Maslow's need hierarchy and model of the self-actualizing personality are reviewed and criticized. The definition of self-actualization is found to be confusing, and the gratification of all needs is concluded to be insufficient to explain self-actualization. Therefore the theory is reconstructed on the basis of a second-order, cognitive-systemic framework. A hierarchy of basic needs is derived from the urgency of perturbations which an autonomous system must compensate in order to maintain i...

Estimated maximal and current brain volume predict cognitive ability in old age

Science.gov (United States)

Royle, Natalie A.; Booth, Tom; Valdés Hernández, Maria C.; Penke, Lars; Murray, Catherine; Gow, Alan J.; Maniega, Susana Muñoz; Starr, John; Bastin, Mark E.; Deary, Ian J.; Wardlaw, Joanna M.

2013-01-01

Brain tissue deterioration is a significant contributor to lower cognitive ability in later life; however, few studies have appropriate data to establish how much influence prior brain volume and prior cognitive performance have on this association. We investigated the associations between structural brain imaging biomarkers, including an estimate of maximal brain volume, and detailed measures of cognitive ability at age 73 years in a large (N = 620), generally healthy, community-dwelling population. Cognitive ability data were available from age 11 years. We found positive associations (r) between general cognitive ability and estimated brain volume in youth (male, 0.28; females, 0.12), and in measured brain volume in later life (males, 0.27; females, 0.26). Our findings show that cognitive ability in youth is a strong predictor of estimated prior and measured current brain volume in old age but that these effects were the same for both white and gray matter. As 1 of the largest studies of associations between brain volume and cognitive ability with normal aging, this work contributes to the wider understanding of how some early-life factors influence cognitive aging. PMID:23850342

Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

Science.gov (United States)

Erlich, Richard J.; Russ-Eft, Darlene

2011-01-01

Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they…

Covariant currents in N=2 super-Liouville theory

International Nuclear Information System (INIS)

Gomis, J.; Suzuki, Hiroshi

1993-01-01

Based on a path-integral prescription for anomaly calculation, we analyze an effective theory of the two-dimensional N=2 supergravity, i.e. N=2 super-Liouville theory. We calculate the anomalies associated with the BRST supercurrent and the ghost-number supercurrent. From those expressions of anomalies, we construct covariant BRST and ghost-number supercurrents in the effective theory. We then show that the (super-)coordinate BRST current algebra forms a superfield extension of the topological conformal algebra for an arbitrary type of conformal matter or, in terms of the string theory, for an arbitrary number of space-time dimensions. This fact is in great contrast with N=0 and N=1 (super-)Liouville theory, where the topological algebra singles out a particular value of dimensions. Our observation suggests a topological nature of the two-dimensional N=2 supergravity as a quantum theory. (orig.)

Cognitive Theories and the Concept of Journalism

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Zhytaryuk Marian

2016-07-01

Full Text Available The general aim of cognitivists - the attempt to compare logical and illogical, rational and irrational in the human behavior - can be considered as one of the main object not only in the psychology, but also in the journalism. If you don’t take into account assumed problems, the truth can be treated as a lie, an importance as an irrationality, an advantage as defects. In practice the ignorance of balancing, consonance and knowledge for the benefit of “must” turned round for tendentiousness, propaganda, manipulation, rationing of authoritarian and totalitarian models of journalism or for passing from journalistic standards in total. Therefore the article describes the spectrum of cognition in the context of modern Journalism and problems of Media practices, including the balance in journalism in terms of theories of consistency.

Contemporary Cognitive Behavior Therapy: A Review of Theory, History, and Evidence.

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Thoma, Nathan; Pilecki, Brian; McKay, Dean

2015-09-01

Cognitive behavior therapy (CBT) has come to be a widely practiced psychotherapy throughout the world. The present article reviews theory, history, and evidence for CBT. It is meant as an effort to summarize the forms and scope of CBT to date for the uninitiated. Elements of CBT such as cognitive therapy, behavior therapy, and so-called "third wave" CBT, such as dialectical behavior therapy (DBT) and acceptance and commitment therapy (ACT) are covered. The evidence for the efficacy of CBT for various disorders is reviewed, including depression, anxiety disorders, personality disorders, eating disorders, substance abuse, schizophrenia, chronic pain, insomnia, and child/adolescent disorders. The relative efficacy of medication and CBT, or their combination, is also briefly considered. Future directions for research and treatment development are proposed.

Culture, cognition and e-commerce behavior

OpenAIRE

Alhammad, Muna; Gulliver, Stephen; Wiafe, Isaac; Nakata, Keiichi

2013-01-01

Existing research has given little attention to the relationship between culture characteristics and consumer’s internal beliefs particularly in the pre-purchase stage, and how this relationship affects consumer’s purchase decision. This paper considers the theory of cognitive dissonance and its extended model (the 3D-RAB), as a means to study the current distribution of consumer’s pre-purchase cognitive dissonance, which allows us to investigate the effects of culture characteristics on this...

Cognitive Evaluation Theory: The Effects of External Rewards on Intrinsic Motivation of Gifted Students.

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Rogers, Brenda T.

1985-01-01

E. Deci's cognitive evaluation theory, which suggests that external rewards undermine intrinsic interest in an activity, is applied to the decline of instrinsic motivation in gifted students. Implications for feedback, rewards, and teacher role are noted. (CL)

Improvement in cognitive and affective theory of mind with observation and imitation treatment in subjects with schizophrenia

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Maria C. Pino

2015-06-01

Full Text Available Objective: the main objective of this study is to consider Theory of Mind (ToM, i.e. the ability to perceive other people in terms of thinking, believing and emotions, as a target for effective rehabilitative intervention, using Emotion and ToM Imitation Training (ETIT, aimed at improving social cognition and social functioning in schizophrenia. ToM impairment is a key feature of schizophrenia. According to recent literature, ToM is a multidimensional process requiring at least two components: cognitive and affective. Cognitive ToM seems to be a prerequisite for affective ToM, which requires intact empathic ability. Method: seven patients with schizophrenia completed ETIT treatment and were compared to 7 patients who participated in Problem Solving Training (PST. The participants were assessed at pre and post treatment regarding measures of cognitive (Advanced Theory of Mind Task and Social Situation Test and affective (Emotion Attribution Task and Eyes Task ToM and also empathy (Empathy Quotient. Results: our results showed that when compared to the control group, ETIT participants improved in three social cognition components evaluated (cognitive and affective ToM and empathy. Improvement in cognitive and affective ToM was found within the ETIT group pre and post treatment. Conclusions: Action observation and imitation could be important goals for future “low cost” rehabilitation treatment in several disorders in which the deficit of social cognition is considered as “core” to the disease. This represents a new perspective in the rehabilitation field.

Application of social cognitive theory in predicting childhood obesity prevention behaviors in overweight and obese Iranian adolescents.

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Bagherniya, Mohammad; Sharma, Manoj; Mostafavi, Firoozeh; Keshavarz, Seyed Ali

2015-01-01

The aim of this cross-sectional study was to use social cognitive theory to predict overweight and obesity behaviors in adolescent girls in Iran. Valid and reliable questionnaires about nutritional and physical activity regarding social cognitive theory constructs (self-efficacy, social support, outcome expectations, and outcome expectancies), dietary habits, and physical activity were filled by 172 overweight and obese girl adolescents. The mean age and body mass index were 13.4 ± 0.6 years and 28.2 ± 3.6 kg/m(2), respectively. Body mass index was significantly related to hours of television viewing (p = .003) and grams of junk food (p = .001). None of the social cognitive theory constructs were found to be significant predictors for servings of fruits and vegetables, grams of junk foods, minutes of physical activity, and hours of sedentary behaviors. In future, more culturally appropriate models need to be developed in Iran that can explain and predict prevention behaviors of obesity in Iranian adolescents. © The Author(s) 2015 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

Cognitive load and the acquisition of a problem solving skill

NARCIS (Netherlands)

Hoe, van R.R.G.; Brouwer-Janse, M.D.; Harrington, T.L.

1994-01-01

Current theories of leaming consider the restructuring of the components of a weak problem solving sequence into a domain-specific procedure to be the fundamental leaming mechanism in complex knowledge domains. Within the context of cognitive load theory, there is growing evidence that applying weak

Mario Becomes Cognitive.

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Schrodt, Fabian; Kneissler, Jan; Ehrenfeld, Stephan; Butz, Martin V

2017-04-01

In line with Allen Newell's challenge to develop complete cognitive architectures, and motivated by a recent proposal for a unifying subsymbolic computational theory of cognition, we introduce the cognitive control architecture SEMLINCS. SEMLINCS models the development of an embodied cognitive agent that learns discrete production rule-like structures from its own, autonomously gathered, continuous sensorimotor experiences. Moreover, the agent uses the developing knowledge to plan and control environmental interactions in a versatile, goal-directed, and self-motivated manner. Thus, in contrast to several well-known symbolic cognitive architectures, SEMLINCS is not provided with production rules and the involved symbols, but it learns them. In this paper, the actual implementation of SEMLINCS causes learning and self-motivated, autonomous behavioral control of the game figure Mario in a clone of the computer game Super Mario Bros. Our evaluations highlight the successful development of behavioral versatility as well as the learning of suitable production rules and the involved symbols from sensorimotor experiences. Moreover, knowledge- and motivation-dependent individualizations of the agents' behavioral tendencies are shown. Finally, interaction sequences can be planned on the sensorimotor-grounded production rule level. Current limitations directly point toward the need for several further enhancements, which may be integrated into SEMLINCS in the near future. Overall, SEMLINCS may be viewed as an architecture that allows the functional and computational modeling of embodied cognitive development, whereby the current main focus lies on the development of production rules from sensorimotor experiences. Copyright © 2017 Cognitive Science Society, Inc.

Cognitive Load Theory and the Effects of Transient Information on the Modality Effect

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Leahy, Wayne; Sweller, John

2016-01-01

Based on cognitive load theory and the "transient information effect," this paper investigated the "modality effect" while interpreting a contour map. The length and complexity of auditory and visual text instructions were manipulated. Experiment 1 indicated that longer audio text information within a presentation was inferior…

Development of affective theory of mind across adolescence: disentangling the role of executive functions.

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Vetter, Nora C; Altgassen, Mareike; Phillips, Louise; Mahy, Caitlin E V; Kliegel, Matthias

2013-01-01

Theory of mind, the ability to understand mental states, involves inferences about others' cognitive (cognitive theory of mind) and emotional (affective theory of mind) mental states. The current study explored the role of executive functions in developing affective theory of mind across adolescence. Affective theory of mind and three subcomponents of executive functions (inhibition, updating, and shifting) were measured. Affective theory of mind was positively related to age, and all three executive functions. Specifically, inhibition explained the largest amount of variance in age-related differences in affective theory of mind.

Current Heavy Alcohol Consumption is Associated with Greater Cognitive Impairment in Older Adults.

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Woods, Adam J; Porges, Eric C; Bryant, Vaughn E; Seider, Talia; Gongvatana, Assawin; Kahler, Christopher W; de la Monte, Suzanne; Monti, Peter M; Cohen, Ronald A

2016-11-01

The acute consumption of excessive quantities of alcohol causes well-recognized neurophysiological and cognitive alterations. As people reach advanced age, they are more prone to cognitive decline. To date, the interaction of current heavy alcohol (ethanol [EtOH]) consumption and aging remains unclear. This study tested the hypothesis that negative consequences of current heavy alcohol consumption on neurocognitive function are worse with advanced age. Further, we evaluated the relations between lifetime history of alcohol dependence and neurocognitive function METHODS: Sixty-six participants underwent a comprehensive neurocognitive battery. Current heavy EtOH drinkers were classified using National Institute on Alcohol Abuse and Alcoholism criteria (EtOH heavy, n = 21) based on the Timeline follow-back and a structured clinical interview and compared to nondrinkers, and moderate drinkers (EtOH low, n = 45). Of the total population, 53.3% had a lifetime history of alcohol dependence. Neurocognitive data were grouped and analyzed relative to global and domain scores assessing: global cognitive function, attention/executive function, learning, memory, motor function, verbal function, and speed of processing. Heavy current EtOH consumption in older adults was associated with poorer global cognitive function, learning, memory, and motor function (ps alcohol dependence was associated with poorer function in the same neurocognitive domains, in addition to the attention/executive domain, irrespective of age (ps alcohol consumption is associated with significant impairment in a number of neurocognitive domains, history of alcohol dependence, even in the absence of heavy current alcohol use, is associated with lasting negative consequences for neurocognitive function. Copyright © 2016 by the Research Society on Alcoholism.

Preventing information overload: cognitive load theory as an instructional framework for teaching pharmacology.

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Kaylor, Sara K

2014-02-01

Nursing students are challenged by content-laden curricula and learning environments that emphasize testing outcomes. Likewise, educators are challenged to support student-centered learning in a manner that encourages students to connect and act upon their personal motivations. This article describes the use of cognitive load theory (CLT) as an instructional design framework for an undergraduate pharmacology for nursing course. Guided by the principles of CLT, four instructional strategies were used in this course: (a) opening review activities, (b) providing students with lecture notes, (c) a "Top Five" prototype approach, and (d) deciphering "Need to Knows" from "Nice to Knows." Instructional style and strategies received positive student feedback and were found to promote a student-centered environment and active learning. On the basis of this feedback, cognitive load theory may be a successful and effective framework for undergraduate pharmacology and other nursing courses, thus assisting students and educators alike in overcoming obstacles imposed on learning environments. Copyright 2014, SLACK Incorporated.

Applying cognitive acuity theory to the development and scoring of situational judgment tests.

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Leeds, J Peter

2017-11-09

The theory of cognitive acuity (TCA) treats the response options within items as signals to be detected and uses psychophysical methods to estimate the respondents' sensitivity to these signals. Such a framework offers new methods to construct and score situational judgment tests (SJT). Leeds (2012) defined cognitive acuity as the capacity to discern correctness and distinguish between correctness differences among simultaneously presented situation-specific response options. In this study, SJT response options were paired in order to offer the respondent a two-option choice. The contrast in correctness valence between the two options determined the magnitude of signal emission, with larger signals portending a higher probability of detection. A logarithmic relation was found between correctness valence contrast (signal stimulus) and its detectability (sensation response). Respondent sensitivity to such signals was measured and found to be related to the criterion variables. The linkage between psychophysics and elemental psychometrics may offer new directions for measurement theory.

A robust cooperative spectrum sensing scheme based on Dempster-Shafer theory and trustworthiness degree calculation in cognitive radio networks

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Wang, Jinlong; Feng, Shuo; Wu, Qihui; Zheng, Xueqiang; Xu, Yuhua; Ding, Guoru

2014-12-01

Cognitive radio (CR) is a promising technology that brings about remarkable improvement in spectrum utilization. To tackle the hidden terminal problem, cooperative spectrum sensing (CSS) which benefits from the spatial diversity has been studied extensively. Since CSS is vulnerable to the attacks initiated by malicious secondary users (SUs), several secure CSS schemes based on Dempster-Shafer theory have been proposed. However, the existing works only utilize the current difference of SUs, such as the difference in SNR or similarity degree, to evaluate the trustworthiness of each SU. As the current difference is only one-sided and sometimes inaccurate, the statistical information contained in each SU's historical behavior should not be overlooked. In this article, we propose a robust CSS scheme based on Dempster-Shafer theory and trustworthiness degree calculation. It is carried out in four successive steps, which are basic probability assignment (BPA), trustworthiness degree calculation, selection and adjustment of BPA, and combination by Dempster-Shafer rule, respectively. Our proposed scheme evaluates the trustworthiness degree of SUs from both current difference aspect and historical behavior aspect and exploits Dempster-Shafer theory's potential to establish a `soft update' approach for the reputation value maintenance. It can not only differentiate malicious SUs from honest ones based on their historical behaviors but also reserve the current difference for each SU to achieve a better real-time performance. Abundant simulation results have validated that the proposed scheme outperforms the existing ones under the impact of different attack patterns and different number of malicious SUs.

In Respect to the Cognitive Load Theory: Adjusting Instructional Guidance with Student Expertise.

Science.gov (United States)

Schilling, Jim

2017-01-01

The amount of guidance supplied by educators to students in allied health programs is a factor in student learning. According to the cognitive load theory of learning, without adequate instructional support, novice learners will be overwhelmed and unable to store information, while unnecessary guidance supplied to advanced students will cause extraneous cognitive load on the working memory system. Adjusting instructional guidance for students according to their level of expertise to minimize extraneous cognitive load and optimize working memory storage capacity will enhance learning effectiveness. Novice students presented with complex subject matter require significant guidance during the initial stages, using strategies such as worked examples. As students comprehend information, instructional guidance needs to gradually fade to avoid elevated extraneous cognitive load from the expertise reversal effect. An instructional strategy that utilizes a systemic (fixed) or adjustable (adaptive) tapering of guidance to students in allied health programs depending on their expertise will optimize learning capability.

Edutainment's Impact on Health Promotion: Viewing The Biggest Loser Through the Social Cognitive Theory.

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Mocarski, Richard; Bissell, Kimberly

2016-01-01

Through a critical rhetorical analysis using Bandura's social cognitive theory as a lens to view The Biggest Loser (TBL), this article illustrates the contradictions between the show's health promotional aims and its entertainment aims, which show the problems the show creates for health promotion practitioners working on obesity. The social cognitive theory constructs of observational learning, psychological determinants, and environmental determinants emerged from this reading of TBL as central to how the show masquerades as a health promotion tool. This reading reveals that TBL promotes a neoliberal construction of health and obesity that challenges the worldview that many health promotion campaigns take and, therefore, complicates our own efforts to combat obesity. With this revealed, it is suggested that TBL be incorporated into health promotion campaigns only as a foil. © 2015 Society for Public Health Education.

Affective and Cognitive Verbal Theory of Mind in Schizophrenia: Results From a Novel Paradigm.

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Okruszek, Łukasz; Piejka, Aleksandra; Szczepocka, Ewa; Wysokiński, Adam; Pluta, Agnieszka

2018-03-01

Impairments of Theory of Mind (ToM) have been repeatedly demonstrated in patients with schizophrenia (SCZ). However, only a handful of studies have explored deficits in affective and cognitive subcomponents of ToM. Thus, this study aims to examine affective and cognitive ToM abilities in SCZ by using a novel, verbal paradigm. Twenty-four SCZ and 22 healthy comparison subjects (HC) completed a battery of tasks, which consisted of: (i) Brief Cognitive Assessment Tool for Schizophrenia (B-CATS), (ii) three well-established tasks measuring social cognitive abilities, and (iii) original tasks which assess ability to infer cognitive and affective mental states based on everyday verbal social interactions. In line with previous findings, SCZ were outperformed by HC in all tasks. However, the interaction effect of the group and the task showed that cognitive (as opposed to affective) ToM was more profoundly impaired in patients with SCZ. It is proposed that in SCZ group cognitive ToM is more impaired as it involves more effortful reflective processes, while affective ToM, which is more automatic and based on reflexive processes, may differentiate patients from healthy comparison subjects to a lesser extent. (JINS, 2018, 24, 305-309).

Effects of previous growth hormone excess and current medical treatment for acromegaly on cognition

NARCIS (Netherlands)

Brummelman, Pauline; Koerts, Janneke; Dullaart, Robin P. F.; van den Berg, Gerrit; Tucha, Oliver; Wolffenbuttel, Bruce H. R.; van Beek, Andre P.

2012-01-01

Background In untreated acromegaly patients, decreased cognitive functioning is reported to be associated with the degree of growth hormone (GH) and IGF-1 excess. Whether previous GH excess or current medical treatment for acromegaly specifically affects cognition remains unclear. The aim of this

Temperament Dimensions in Preschool Children: Links with Cognitive and Affective Theory of Mind

Science.gov (United States)

Longobardi, Emiddia; Spataro, Pietro; D'Alessandro, Marta; Cerutti, Rita

2017-01-01

Research Findings: The present cross-sectional study investigated the question of whether 6 different temperament dimensions (inhibition to novelty, social orientation, motor activity, positive emotionality, negative emotionality, and attention) influenced cognitive and affective theory of mind (ToM) in 168 children (86 three/four-year-olds and 82…

Assessing Academic Advising Outcomes Using Social Cognitive Theory: A Validity and Reliability Study

Science.gov (United States)

Erlich, Richard J.; Russ-Eft, Darlene F.

2012-01-01

The validity and reliability of three instruments, the "Counselor Rubric for Gauging Student Understanding of Academic Planning," micro-analytic questions, and the "Student Survey for Understanding Academic Planning," all based on social cognitive theory, were tested as means to assess self-efficacy and self-regulated learning in college academic…

Relationship of social cognitive theory concepts to dietary habits of pregnant women

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Nasrin Torkan

2018-01-01

Full Text Available Background: Nutrition during pregnancy is undoubtedly one of the most important factors affecting maternal health. In this regard, considering the cognitive-behavioral factors associated with feeding, behaviors will play an important role in the effectiveness of interventions. Therefore, this study aimed to investigate the correlation between food habits and structures of social cognitive theory in pregnant women. Materials and Methods: In this cross-sectional study, 192 pregnant women were randomly selected. Data were collected using a questionnaire based on the social cognitive theory structures and food habits questionnaire in the questioning manner and was also analyzed using Pearson correlation and multiple linear regression with the software Statistical Package for the Social Sciences, version 19. Results: There was a significant correlation between nutritional behavior with self-regulation (p = 0.001, self-efficacy (p = 0.001, outcome expectations (p = 0.001, social support (p = 0.002, and access (p = 0.001. A significant correlation was observed between lack of consumption of unnecessary and unhelpful food with self-regulation (p = 0.02. In the multivariable regression analysis, only self-regulation revealed significant and direct contribution in relation to nutritional behavior (p < 0.001. Conclusions: Results of this study showed that self-regulation is one of the important factors associated with feeding behavior in pregnant women so that it is suggested to be considered in nutritional interventions in order to improve nutritional behavior.

Teachers’ individual action theories about competence-based education: the value of the cognitive apprenticeship model

NARCIS (Netherlands)

Seezink, Audrey; Poell, Rob; Kirschner, Paul A.

2009-01-01

Seezink, A., Poell, R. F., & Kirschner, P. A. (2009). Teachers' individual action theories about competence-based education: The value of the cognitive apprenticeship model. Journal of Vocational Education & Training, 61, 203-215.

Processing Capacity under Perceptual and Cognitive Load: A Closer Look at Load Theory

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Fitousi, Daniel; Wenger, Michael J.

2011-01-01

Variations in perceptual and cognitive demands (load) play a major role in determining the efficiency of selective attention. According to load theory (Lavie, Hirst, Fockert, & Viding, 2004) these factors (a) improve or hamper selectivity by altering the way resources (e.g., processing capacity) are allocated, and (b) tap resources rather than…

Performances on a cognitive theory of mind task: specific decline or general cognitive deficits? Evidence from normal aging.

Science.gov (United States)

Fliss, Rafika; Lemerre, Marion; Mollard, Audrey

2016-06-01

Compromised theory of mind (ToM) can be explained either by a failure to implement specific representational capacities (mental state representations) or by more general executive selection demands. In older adult populations, evidence supporting affected executive functioning and cognitive ToM in normal aging are reported. However, links between these two functions remain unclear. In the present paper, we address these shortcomings by using a specific task of ToM and classical executive tasks. We studied, using an original cognitive ToM task, the effect of age on ToM performances, in link with the progressive executive decline. 96 elderly participants were recruited. They were asked to perform a cognitive ToM task, and 5 executive tests (Stroop test and Hayling Sentence Completion Test to appreciate inhibitory process, Trail Making Test and Verbal Fluency for shifting assessment and backward span dedicated to estimate working memory capacity). The results show changes in cognitive ToM performance according to executive demands. Correlational studies indicate a significant relationship between ToM performance and the selected executive measures. Regression analyzes demonstrates that level of vocabulary and age as the best predictors of ToM performance. The results are consistent with the hypothesis that ToM deficits are related to age-related domain-general decline rather than as to a breakdown in specialized representational system. The implications of these findings for the nature of social cognition tests in normal aging are also discussed.

Cognitive styles: Controversial issues and research problems

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Natalia N. Volkova

2016-06-01

Full Text Available The paper presents an analytical review of cognitive styles research, considering the problems of its theory, methodology, measurement and practical applications. Issues concerning the prospects, as well as theoretical and practical relevance of cognitive styles research, are discussed. We examine the main causes leading to researchers’ declining interest to study of cognitive styles, related to theory, methodology, measurement and practical applications. The main problems discussed relate to lack of clear definition and common theoretical framework. Moreover, the number of empirical studies prevails over the one aimed at theoretical generalization of empirical results and findings, and therefore the primacy of empirics appears. We analyze the possible ways of advancing the field, suggested research programs and potential perspectives for future research. We pose questions of the relationship between cognitive styles and other psychological constructs, such as abilities and cognitive strategies. We emphasize the need to develop integrative models of cognitive styles in order to systematize and organize a large number of existing cognitive styles dimensions. The main controversial issues concerning cognitive styles’ stability and value are considered. We suggest that cognitive style is a psychological mean of cognitive tasks solving, based on both situation circumstances and subject’s current cognitive resources. Issues concerning cognitive styles may answer the question on the nature of individual differences and clarify psychological mechanisms of personality-situation interaction. Furthermore, it may serve as a basis for integrated studies at the areas of personality and cognitive psychology.

Cognitive Load Theory: implications for medical education: AMEE Guide No. 86.

Science.gov (United States)

Young, John Q; Van Merrienboer, Jeroen; Durning, Steve; Ten Cate, Olle

2014-05-01

Cognitive Load Theory (CLT) builds upon established models of human memory that include the subsystems of sensory, working and long-term memory. Working memory (WM) can only process a limited number of information elements at any given time. This constraint creates a "bottleneck" for learning. CLT identifies three types of cognitive load that impact WM: intrinsic load (associated with performing essential aspects of the task), extraneous load (associated with non-essential aspects of the task) and germane load (associated with the deliberate use of cognitive strategies that facilitate learning). When the cognitive load associated with a task exceeds the learner's WM capacity, performance and learning is impaired. To facilitate learning, CLT researchers have developed instructional techniques that decrease extraneous load (e.g. worked examples), titrate intrinsic load to the developmental stage of the learner (e.g. simplify task without decontextualizing) and ensure that unused WM capacity is dedicated to germane load, i.e. cognitive learning strategies. A number of instructional techniques have been empirically tested. As learners' progress, curricula must also attend to the expertise-reversal effect. Instructional techniques that facilitate learning among early learners may not help and may even interfere with learning among more advanced learners. CLT has particular relevance to medical education because many of the professional activities to be learned require the simultaneous integration of multiple and varied sets of knowledge, skills and behaviors at a specific time and place. These activities possess high "element interactivity" and therefore impose a cognitive load that may surpass the WM capacity of the learner. Applications to various medical education settings (classroom, workplace and self-directed learning) are explored.

Realizing an Optimization Approach Inspired from Piaget’s Theory on Cognitive Development

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Utku Kose

2015-09-01

Full Text Available The objective of this paper is to introduce an artificial intelligence based optimization approach, which is inspired from Piaget’s theory on cognitive development. The approach has been designed according to essential processes that an individual may experience while learning something new or improving his / her knowledge. These processes are associated with the Piaget’s ideas on an individual’s cognitive development. The approach expressed in this paper is a simple algorithm employing swarm intelligence oriented tasks in order to overcome single-objective optimization problems. For evaluating effectiveness of this early version of the algorithm, test operations have been done via some benchmark functions. The obtained results show that the approach / algorithm can be an alternative to the literature in terms of single-objective optimization.The authors have suggested the name: Cognitive Development Optimization Algorithm (CoDOA for the related intelligent optimization approach.

Cognitive Behavioral Psychotherapies: History and Development

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M. Hakan Türkçapar

2012-03-01

Full Text Available Cognitive behavioral therapies are one of the most leading theories between current psychotherapies. As a psychotherapy school, besides sharing the common points reached collectively by the humanity throughout the history, it also achieved in integrating scientific and ampirical experiences into the psychotherapy practice. Having included mainstreams like Stoicism, Kantian philosopy in its historical roots, this approach has similarities with eastern philosophies, budism and sufism. Apart from its historical and cultural roots, cognitive approach integrated with behaviorism which applied scientific method in human psychology for the first time, and also implemented the scientific method in the cognitive field. Cognitive behavioral approaches shall make important contributions in the pathway that psychotherapies will cover.

Cognitive development in the first year of life: a challenge to Piaget's theory

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Maja Zupančič

2000-06-01

Full Text Available Up to the eighties, the psychological interpretations of early cognitive development had been dominated by Piaget's theory of sensori-motor development, according to which infants' knowledge of the world is constructed through their actions upon the world. Older empirical findings also led to a conclusion that infants' basic concepts of objects and representations of objects develop relatively late during the infancy period. Searching for new answers to the old questions about infants' cognitive competence in the first year after birth, and when and how it is manifested in their behaviours, encouraged researchers to re-examine the existing knowledge about the milestones and the mechanisms of early cognitive development, as well as to use new research techniques, and revealed new empirical evidence. These show that infants are much more cognitively competent and that some of their cognitive capacities develop much earlier than Piaget suggested. In the article, some recent findings in the field of infants' development of knowledge about physical world are presented and discussed. Some fundamental points of Piaget's sensori-motor stage of development which were not supported by the recent empirical evidence are highlightened.

I want to be creative: exploring the role of hedonic contingency theory in the positive mood-cognitive flexibility link.

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Hirt, Edward R; Devers, Erin E; McCrea, Sean M

2008-02-01

Three studies explored the role of hedonic contingency theory as an explanation for the link between positive mood and cognitive flexibility. Study 1 examined the determinants of activity choice for participants in happy, sad, or neutral moods. Consistent with hedonic contingency theory, happy participants weighted potential for creativity as well as the pleasantness of the task more heavily in their preference ratings. In Study 2, participants were given either a neutral or mood-threatening item generation task to perform. Results illustrated that happy participants exhibited greater cognitive flexibility in all cases; when confronted with a potentially mood-threatening task, happy participants were able to creatively transform the task so as to maintain positive mood and interest. Finally, Study 3 manipulated participants' beliefs that moods could or could not be altered. Results replicated the standard positive mood-increased cognitive flexibility effect in the nonmood-freezing condition, but no effects of mood on creativity were found in the mood-freezing condition. These studies indicate that the hedonic contingency theory may be an important contributing mechanism behind the positive mood-cognitive flexibility link. (c) 2008 APA, all rights reserved

An integrated model of clinical reasoning: dual-process theory of cognition and metacognition.

Science.gov (United States)

Marcum, James A

2012-10-01

Clinical reasoning is an important component for providing quality medical care. The aim of the present paper is to develop a model of clinical reasoning that integrates both the non-analytic and analytic processes of cognition, along with metacognition. The dual-process theory of cognition (system 1 non-analytic and system 2 analytic processes) and the metacognition theory are used to develop an integrated model of clinical reasoning. In the proposed model, clinical reasoning begins with system 1 processes in which the clinician assesses a patient's presenting symptoms, as well as other clinical evidence, to arrive at a differential diagnosis. Additional clinical evidence, if necessary, is acquired and analysed utilizing system 2 processes to assess the differential diagnosis, until a clinical decision is made diagnosing the patient's illness and then how best to proceed therapeutically. Importantly, the outcome of these processes feeds back, in terms of metacognition's monitoring function, either to reinforce or to alter cognitive processes, which, in turn, enhances synergistically the clinician's ability to reason quickly and accurately in future consultations. The proposed integrated model has distinct advantages over other models proposed in the literature for explicating clinical reasoning. Moreover, it has important implications for addressing the paradoxical relationship between experience and expertise, as well as for designing a curriculum to teach clinical reasoning skills. © 2012 Blackwell Publishing Ltd.

Social Cognitive Career Theory and the Goal of Becoming a Certified Public Accountant

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Schoenfeld, Jerry; Segal, Gerry; Borgia, Dan

2017-01-01

A primary goal for professors in academia is to facilitate the career success of their students by providing them with the necessary subject knowledge, skills, experience, and confidence. In this paper, we propose the Social Cognitive Career Theory (SCCT) model as a useful tool to explain how accounting students' career interests, goals, and…

Simulating Serious Games: A Discrete-Time Computational Model Based on Cognitive Flow Theory

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Westera, Wim

2018-01-01

This paper presents a computational model for simulating how people learn from serious games. While avoiding the combinatorial explosion of a games micro-states, the model offers a meso-level pathfinding approach, which is guided by cognitive flow theory and various concepts from learning sciences. It extends a basic, existing model by exposing…

Current Account Adjustment: Some New Theory and Evidence

OpenAIRE

Jiandong Ju; Shang-Jin Wei

2007-01-01

This paper aims to provide a theory of current account adjustment that generalizes the textbook version of the intertemporal approach to current account and places domestic labor market institutions at the center stage. In general, in response to a shock, an economy adjusts through a combination of a change in the composition of goods trade (i.e., intra-temporal trade channel) and a change in the current account (i.e., intertemporal trade channel). The more rigid the labor market, the slower ...

Applications of Dynamic Systems Theory to Cognition and Development: New Frontiers.

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Perone, S; Simmering, V R

2017-01-01

A central goal in developmental science is to explain the emergence of new behavioral forms. Researchers consider potential sources of behavioral change depending partly on their theoretical perspective. This chapter reviews one perspective, dynamic systems theory, which emphasizes the interactions among multiple components to drive behavior and developmental change. To illustrate the central concepts of dynamic systems theory, we describe empirical and computational studies from a range of domains, including motor development, the Piagetian A-not-B task, infant visual recognition, visual working memory capacity, and language learning. We conclude by advocating for a broader application of dynamic systems approaches to understanding cognitive and behavioral development, laying out the remaining barriers we see and suggested ways to overcome them. © 2017 Elsevier Inc. All rights reserved.

Developing the Therapeutic Potential of Embodied Cognition and Metaphors in Nature-Based Therapy: Lessons from Theory to Practice

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Corazon, Sus S.; Schilhab, Theresa S. S.; Stigsdotter, Ulrika K.

2011-01-01

This paper theoretically examines the interplay between cognition and bodily involvement in relation to nature-based therapy and proposes implications for practice. With support from theory within embodied cognition and neuroscientific studies, it is argued that explicit learning is actively supported by bodily involvement with the environment.…

A Systematic Review of the Evidence for Impaired Cognitive Theory of Mind in Maltreated Children.

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Benarous, Xavier; Guilé, Jean-Marc; Consoli, Angèle; Cohen, David

2015-01-01

Compared to the large number of studies exploring difficulties in emotion recognition in maltreated children, few (N = 12) have explored the cognitive aspect of theory of mind (ToM), i.e., the ability to understand others' thoughts and intentions. A systematic review of these studies shows inconsistent results regarding cognitive ToM tasks. Youths with a history of maltreatment are more likely to fail at false-belief tasks (N = 2). However, results are less conclusive regarding other tasks (perspective-taking tasks, N = 4; and hostile attribution tasks, N = 7). Additionally, only one study controlled for potential psychopathology. Measures of psychopathology and other cognitive abilities, in addition to ToM, are required to establish a specific association between maltreatment and the cognitive dimension of ToM.

Do Infants Have a Theory of Mind?

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Rakoczy, Hannes

2012-01-01

The central question debated in current research on infant social cognition is "do infants have a theory of mind?" It is argued here that this question is understood and treated in radically different ways by different participants of the debate arguing either for (e.g., Onishi & Baillargeon, 2005) or against early competence in theory of mind…

Theory of Modes and Impulses

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Apsche, Jack A.

2005-01-01

In his work on the Theory of Modes, Beck (1996) suggested that there were flaws with his cognitive theory. He suggested that though there are shortcomings to his cognitive theory, there were not similar shortcomings to the practice of Cognitive Therapy. The author suggests that if there are shortcomings to cognitive theory the same shortcomings…

The effect of implementing cognitive load theory-based design principles in virtual reality simulation training of surgical skills: a randomized controlled trial.

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Andersen, Steven Arild Wuyts; Mikkelsen, Peter Trier; Konge, Lars; Cayé-Thomasen, Per; Sørensen, Mads Sølvsten

2016-01-01

Cognitive overload can inhibit learning, and cognitive load theory-based instructional design principles can be used to optimize learning situations. This study aims to investigate the effect of implementing cognitive load theory-based design principles in virtual reality simulation training of mastoidectomy. Eighteen novice medical students received 1 h of self-directed virtual reality simulation training of the mastoidectomy procedure randomized for standard instructions (control) or cognitive load theory-based instructions with a worked example followed by a problem completion exercise (intervention). Participants then completed two post-training virtual procedures for assessment and comparison. Cognitive load during the post-training procedures was estimated by reaction time testing on an integrated secondary task. Final-product analysis by two blinded expert raters was used to assess the virtual mastoidectomy performances. Participants in the intervention group had a significantly increased cognitive load during the post-training procedures compared with the control group (52 vs. 41 %, p  = 0.02). This was also reflected in the final-product performance: the intervention group had a significantly lower final-product score than the control group (13.0 vs. 15.4, p  virtual reality surgical simulation training of novices.

Access, Resources, and Classes in the History of Capitalism: A Theory of Social Stratification from a Cognitive Materialist Perspective

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Mariano Zukerfeld

2016-04-01

Full Text Available This article aims to apply some concepts from cognitive materialism to the sociological problem of social stratification in capitalism, both in theoretical and abstract terms and through concrete historical examples. After discussing the necessity for a theory of social classes, a division is presented between two types of resources: those intensive in material and energy, and those which are knowledge intensive. At the same time three alternative conditions of access to these resources are theorized: exclusive access (applicable to physical or intellectual property, non-exclusive access, and no access. Combining the different types of resource with the different types of access, we obtain a proposal for a theory of classes (reclaiming this theory as the most powerful for the analysis of social stratification which we apply, in a simplified and schematic way, to various periods. Thus, we analyze social strata in the transition from feudalism to mercantile capitalism, the subsequent transition to industrial capitalism (in which we distinguish two clearly differentiated stages, and finally, in the current transformation into informational capitalism.

Influence of Social Cognitive and Gender Variables on Technological Academic Interest among Spanish High-School Students: Testing Social Cognitive Career Theory

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Rodríguez, Carmen; Inda, Mercedes; Fernández, Carmen Mª

2016-01-01

This study tested social cognitive career theory (SCCT) in the technological domain with 2,359 high-school students in Asturias (Spain). Path analyses were run to determine the influence of gender on the SCCT model and to explain the influence of personal (emotional state, gender-role attitudes), contextual (perceived social supports and…

Cognitive Effects of Mindfulness Training: Results of a Pilot Study Based on a Theory Driven Approach

OpenAIRE

Wimmer, Lena; Bellingrath, Silja; von Stockhausen, Lisa

2016-01-01

The present paper reports a pilot study which tested cognitive effects of mindfulness practice in a theory-driven approach. Thirty-four fifth graders received either a mindfulness training which was based on the mindfulness-based stress reduction approach (experimental group), a concentration training (active control group), or no treatment (passive control group). Based on the operational definition of mindfulness by Bishop et al. (2004), effects on sustained attention, cognitive flexibility...

Rehabilitation for post-stroke cognitive impairment: an overview of recommendations arising from systematic reviews of current evidence.

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Gillespie, David C; Bowen, Audrey; Chung, Charlie S; Cockburn, Janet; Knapp, Peter; Pollock, Alex

2015-02-01

Although cognitive impairments are common following stroke, there is considerable uncertainty about the types of interventions that can reduce activity restrictions and improve quality of life. Indeed, a recent project to identify priorities for research into life after stroke determined that the top priority for patients, carers and health professionals was how to improve cognitive impairments. To provide an overview of the evidence for the effectiveness of cognitive rehabilitation for patients with stroke and to determine the main gaps in the current evidence base. Evidence was synthesised for the six Cochrane reviews relating to rehabilitation for post-stroke cognitive impairment and any subsequently published randomized controlled trials to February 2012. Data arising from 44 trials involving over 1500 patients was identified. Though there was support for the effectiveness of cognitive rehabilitation for some cognitive impairments, significant gaps were found in the current evidence base. All of the Cochrane reviews identified major limitations within the evidence they identified. There is currently insufficient research evidence, or evidence of insufficient quality, to support clear recommendations for clinical practice. Recommendations are made as to the research required to strengthen the evidence base, and so facilitate the delivery of effective interventions to individuals with cognitive impairment after stroke. © The Author(s) 2014.

On the current-voltage relationship in fluid theory

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P. Janhunen

1999-01-01

Full Text Available The kinetic theory of precipitating electrons with Maxwellian source plasma yields the well-known current-voltage relationship (CV-relationship; Knight formula, which can in most cases be accurately approximated by a reduced linear formula. Our question is whether it is possible to obtain this CV-relationship from fluid theory, and if so, to what extent it is physically equivalent with the more accurate kinetic counterpart. An answer to this question is necessary before trying to understand how one could combine time-dependent and transient phenomena such as Alfvénic waves with a slowly evolving background described by the CV-relationship. We first compute the fluid quantity profiles (density, pressure etc. along a flux tube based on kinetic theory solution. A parallel potential drop accumulates plasma (and pressure below it, which explains why the current is linearly proportional to the potential drop in the kinetic theory even though the velocity of the accelerated particles is only proportional to the square root of the accelerating voltage. Electron fluid theory reveals that the kinetic theory results can be reproduced, except for different numerical constants, if and only if the polytropic index γ is equal to three, corresponding to one-dimensional motion. The convective derivative term v·∇v provides the equivalent of the "mirror force" and is therefore important to include in a fluid theory trying to describe a CV-relationship. In one-fluid equations the parallel electric field, at least in its functional form, emerges self-consistently. We find that the electron density enhancement below the potential drop disappears because the magnetospheric ions would be unable to neutralize it, and a square root CV-relationship results, in disagreement with kinetic theory and observations. Also, the potential drop concentrates just above the ionosphere, which is at odds with observations as well. To resolve this puzzle, we show that considering

On the current-voltage relationship in fluid theory

Directory of Open Access Journals (Sweden)

P. Janhunen

Full Text Available The kinetic theory of precipitating electrons with Maxwellian source plasma yields the well-known current-voltage relationship (CV-relationship; Knight formula, which can in most cases be accurately approximated by a reduced linear formula. Our question is whether it is possible to obtain this CV-relationship from fluid theory, and if so, to what extent it is physically equivalent with the more accurate kinetic counterpart. An answer to this question is necessary before trying to understand how one could combine time-dependent and transient phenomena such as Alfvénic waves with a slowly evolving background described by the CV-relationship. We first compute the fluid quantity profiles (density, pressure etc. along a flux tube based on kinetic theory solution. A parallel potential drop accumulates plasma (and pressure below it, which explains why the current is linearly proportional to the potential drop in the kinetic theory even though the velocity of the accelerated particles is only proportional to the square root of the accelerating voltage. Electron fluid theory reveals that the kinetic theory results can be reproduced, except for different numerical constants, if and only if the polytropic index γ is equal to three, corresponding to one-dimensional motion. The convective derivative term v·∇v provides the equivalent of the "mirror force" and is therefore important to include in a fluid theory trying to describe a CV-relationship. In one-fluid equations the parallel electric field, at least in its functional form, emerges self-consistently. We find that the electron density enhancement below the potential drop disappears because the magnetospheric ions would be unable to neutralize it, and a square root CV-relationship results, in disagreement with kinetic theory and observations. Also, the potential drop concentrates just above the ionosphere, which is at odds with observations as well. To resolve this puzzle, we show that considering

Commentary: Should Gender Differences Be Included in the Evolutionary Upgrade to Cognitive Load Theory?

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Bevilacqua, Andy

2017-01-01

Recent upgrades to cognitive load theory suggest that evolutionary processes have shaped the way that working memory processes cultural and social information. According to evolutionarily educational psychologists, some forms of information are processed with lower working memory loads than other forms. The former are evolutionarily salient and…

Harmonizing Measures of Cognitive Performance Across International Surveys of Aging Using Item Response Theory.

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Chan, Kitty S; Gross, Alden L; Pezzin, Liliana E; Brandt, Jason; Kasper, Judith D

2015-12-01

To harmonize measures of cognitive performance using item response theory (IRT) across two international aging studies. Data for persons ≥65 years from the Health and Retirement Study (HRS, N = 9,471) and the English Longitudinal Study of Aging (ELSA, N = 5,444). Cognitive performance measures varied (HRS fielded 25, ELSA 13); 9 were in common. Measurement precision was examined for IRT scores based on (a) common items, (b) common items adjusted for differential item functioning (DIF), and (c) DIF-adjusted all items. Three common items (day of date, immediate word recall, and delayed word recall) demonstrated DIF by survey. Adding survey-specific items improved precision but mainly for HRS respondents at lower cognitive levels. IRT offers a feasible strategy for harmonizing cognitive performance measures across other surveys and for other multi-item constructs of interest in studies of aging. Practical implications depend on sample distribution and the difficulty mix of in-common and survey-specific items. © The Author(s) 2015.

Factors Affecting the Consumption of Fast Foods Among Women Based on the Social Cognitive Theory

OpenAIRE

Nooshin Beiranvandpour; Akram Karimi-Shahanjarini; Forouzan Rezapur-Shahkolai; Abbas Moghimbeigi

2014-01-01

Introduction: Fast-food consumption among Iranian families appears to be increasing probably due to urbanization, popularization of western-style diets and increased women's labor force participation. Few theory-based investigations have assessed the determinants of fast food consumption. Therefore, the aim of this study was to determine the predictors of fast food consumption, based on the social cognitive theory (SCT) among women referred to health centers in Hamadan, West of Iran. Mate...

Effect of health education program on promoting physical activity among diabetic women in Mashhad, Iran: applying social cognitive theory.

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Mahdizadeh, Mehri; Peymam, Nooshin; Taghipour, Ali; Esmaily, Habibolah; Mahdizadeh, Seyed Mousa

2013-05-29

Physical activity regularly is one of the important aspects of healthy lifestyle, which has an essential role in reducing the burden of disease and death. Diabetes is a typical general health problem. The aim of this study to determine the effect of education based on social cognitive theory on promoting physical activity among women with diabetes II in Iran. In this randomized control study, 82 diabetic females were randomly selected then were assigned into two groups: intervention (n=41) and control (n=41). Educational intervention was planned then performed during 7 sessions of 60-min in accordance with social-cognitive theory (SCT). The participants were asked to fill in the questionnaires in educational evaluation before and immediately after intervention and the follow up (10 weeks later). The data were analyzed through Repeated Measures ANOVA, Friedman, independence t and Mann-Whitney tests. The mean age among the participants was 48.37±5.67 yr also the body mass index was 28.69±3.95. In the intervention group, light physical activity and sedentary behavior reduced from 56.1% (23 individuals) to 14.6% (6 individuals) in the following up stage. There was significant improvement across time in the mean of minute's physical activity (P=0.042). There were significant differences in the mean's constructs of the Social-cognitive theory (SCT) (Psocial cognitive theory can lead to promote physical activity among women with diabetes II through changes in the theoretical constructs.

Mild cognitive impairment in Parkinson's disease is improved by transcranial direct current stimulation combined with physical therapy.

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Manenti, Rosa; Brambilla, Michela; Benussi, Alberto; Rosini, Sandra; Cobelli, Chiara; Ferrari, Clarissa; Petesi, Michela; Orizio, Italo; Padovani, Alessandro; Borroni, Barbara; Cotelli, Maria

2016-05-01

Parkinson's disease (PD) is characterized by both motor and cognitive deficits. In PD, physical exercise has been found to improve physical functioning. Recent studies demonstrated that repeated sessions of transcranial direct current stimulation led to an increased performance in cognitive and motor tasks in patients with PD. The present study investigated the effects of anodal transcranial direct current stimulation applied over the dorsolateral prefrontal cortex and combined with physical therapy in PD patients. A total of 20 patients with PD were assigned to 1 of 2 study groups: group 1, anodal transcranial direct current stimulation plus physical therapy (n = 10) or group 2, placebo transcranial direct current stimulation plus physical therapy (n = 10). The 2 weeks of treatment consisted of daily direct current stimulation application for 25 minutes during physical therapy. Long-term effects of treatment were evaluated on clinical, neuropsychological, and motor task performance at 3-month follow-up. An improvement in motor abilities and a reduction of depressive symptoms were observed in both groups after the end of treatment and at 3-month follow-up. The Parkinson's Disease Cognitive Rating Scale and verbal fluency test performances increased only in the anodal direct current stimulation group with a stable effect at follow-up. The application of anodal transcranial direct current stimulation may be a relevant tool to improve cognitive abilities in PD and might be a novel therapeutic strategy for PD patients with mild cognitive impairment. © 2016 International Parkinson and Movement Disorder Society. © 2016 International Parkinson and Movement Disorder Society.

Psychoanalysis and cognitive-evolutionary psychology: an attempt at integration.

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Migone, P; Liotti, G

1998-12-01

The authors argue that the abandonment of the theory of trauma in 1897 was a trauma for Freud himself, who was led to 'despair', and possibly reacted with an overemphasis on inner fantasies and drive discharge. They suggest that today we are facing a second trauma in the history of psychoanalysis that we might call the 'abandonment of drive theory', i.e. the notion that human beings strive not primarily to reduce sexual and aggressive drives but rather seek objects, assign meanings, test previous beliefs and assimilate new schemes. Our task is to recover as Freud was able to do, giving a new impetus to psychoanalysis. The current challenge is, on the one hand, a revision of the psychoanalytic conception of inherited information, and, on the other, a theory of motivation based on converging evidence from cognitive science, ethology, infant research and psychotherapy research. Many clinical models are current in contemporary psychoanalysis. Only as one example among these models, some concepts used in Weiss & Sampson's 'Control-Mastery Theory' will be discussed in light of cognitive science and evolutionary epistemology within the framework of (a) the 1960 classic, 'Plans and Structure of Behavior' by Miller, Galanter and Pribram (b) Edelman's neurobiological theory and (c) Bowlby's attachment theory.

Do I Know What I'm Doing? Cognitive Dissonance and Action Identification Theory.

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Fointiat, Valérie; Pelt, Audrey

2015-11-27

Our main purpose was to explore hypotheses derived from the Identification of Action Theory in a particular situation that is, a dissonant situation. Thus, we varied the identification (low versus high-level) of a problematic behavior (to stop speaking for 24 hours) in the forced compliance paradigm. Two modes of dissonance reduction were presented: cognitive rationalization (classical attitude-change) and behavioral rationalization (target behavior: to stop speaking for 48 hours). As predicted, the results showed that high-level identity of action leads to cognitive rationalization whereas low-level identity leads to behavioural rationalization. Thus, participants identifying the problematic behavior at a low-level were more inclined to accept the target behavior, compared with participants identifying their problematic behavior at a higher-level. These results are of particular interest for understanding the extent to which the understanding of the discrepant act interferes with the cognitive processes of dissonance reduction.

Where Evolutionary Psychology Meets Cognitive Neuroscience: A Précis to Evolutionary Cognitive Neuroscience1

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Austen L. Krill

2007-01-01

Full Text Available Cognitive neuroscience, the study of brain-behavior relationships, has long attempted to map the brain. The discipline is flourishing, with an increasing number of functional neuroimaging studies appearing in the scientific literature daily. Unlike biology and even psychology, the cognitive neurosciences have only recently begun to apply evolutionary meta-theory and methodological guidance. Approaching cognitive neuroscience from an evolutionary perspective allows scientists to apply biologically based theoretical guidance to their investigations and can be conducted in both humans and nonhuman animals. In fact, several investigations of this sort are underway in laboratories around the world. This paper and two new volumes (Platek, Keenan, and Shackelford [Eds.], 2007; Platek and Shackelford [Eds.], under contract represent the first formal attempts to document the burgeoning field of evolutionary cognitive neuroscience. Here, we briefly review the current state of the science of evolutionary cognitive neuroscience, the methods available to the evolutionary cognitive neuroscientist, and what we foresee as the future directions of the discipline.

Two-Dimensional Theory of Scientific Representation

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A Yaghmaie

2013-03-01

Full Text Available Scientific representation is an interesting topic for philosophers of science, many of whom have recently explored it from different points of view. There are currently two competing approaches to the issue: cognitive and non-cognitive, and each of them claims its own merits over the other. This article tries to provide a hybrid theory of scientific representation, called Two-Dimensional Theory of Scientific Representation, which has the merits of the two accounts and is free of their shortcomings. To do this, we will argue that although scientific representation needs to use the notion of intentionality, such a notion is defined and realized in a simply structural form contrary to what cognitive approach says about intentionality. After a short introduction, the second part of the paper is devoted to introducing theories of scientific representation briefly. In the third part, the structural accounts of representation will be criticized. The next step is to introduce the two-dimensional theory which involves two key components: fixing and structural fitness. It will be argued that fitness is an objective and non-intentional relation, while fixing is intentional.

Cognitive Behavioral Psychotherapies: History and Development

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M. Hakan Türkçapar

2012-04-01

Full Text Available Cognitive behavioral therapies are one of the most leading theories between current psychotherapies. As a psychotherapy school, besides sharing the common points reached collectively by the humanity throughout the history, it also achieved in integrating scientific and ampirical experiences into the psychotherapy practice. Having included mainstreams like Stoicism, Kantian philosopy in its historical roots, this approach has similarities with eastern philosophies, budism and sufism. Apart from its historical and cultural roots, cognitive approach integrated with behaviorism which applied scientific method in human psychology for the first time, and also implemented the scientific method in the cognitive field. Cognitive behavioral approaches shall make important contributions in the pathway that psychotherapies will cover. [JCBPR 2012; 1(1.000: 7-14

Towards a cognitive-learning formulation of youth anxiety: A narrative review of theory and evidence and implications for treatment.

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Waters, Allison M; Craske, Michelle G

2016-12-01

The tendency to disproportionately allocate attention to threat stimuli, to evaluate ambiguous or benign situations as overly threatening, and to exhibit overgeneralised and indiscriminate conditioned fear responses to threat and safe stimuli are hallmark clinical correlates of pathological anxiety. Investigation of these processes in children and adolescents suggests that anxiety-related differences increase with age, and that the specific conditions under which anxious children differ from non-anxious peers are poorly understood. Furthermore, research on cognitive biases and fear conditioning in anxious children and adolescents has progressed as quite distinct lines of investigation. Greater integration of key tenets from each perspective could advance knowledge and provide new directions for improving treatments. The purpose of this paper is threefold. First, we provide a qualitative review of the key principles from cognitive and conditioning theories of anxiety and the associated empirical research, including the underlying neurophysiological basis of these processes in anxious children and adolescents, in order to delineate the conditions under which anxiety-specific differences in threat-related cognitive biases and overgeneralised conditioned fear manifest in children and adolescents. Second, we synthesize these theoretical and empirical insights to propose a cognitive-learning formulation of anxiety in children and adolescents. We propose that conditioning and cognitive factors linked to differences in engagement of underlying neural circuits across development contribute to an internal representation of a wide range of stimuli as threatening, to which anxious children and adolescents adopt maladaptive attention regulation patterns of predominantly threat monitoring or threat avoidance. These maladaptive attention regulation patterns differentiate anxious children and adolescents in terms of predominantly high cognitive distress (e.g., worry and rumination

A Systematic Review Exploring the Social Cognitive Theory of Self-Regulation as a Framework for Chronic Health Condition Interventions.

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Michelle E Tougas

Full Text Available Theory is often recommended as a framework for guiding hypothesized mechanisms of treatment effect. However, there is limited guidance about how to use theory in intervention development.We conducted a systematic review to provide an exemplar review evaluating the extent to which use of theory is identified and incorporated within existing interventions. We searched electronic databases PubMed, PsycINFO, CENTRAL, and EMBASE from inception to May 2014. We searched clinicaltrials.gov for registered protocols, reference lists of relevant systematic reviews and included studies, and conducted a citation search in Web of Science. We included peer-reviewed publications of interventions that referenced the social cognitive theory of self-regulation as a framework for interventions to manage chronic health conditions. Two reviewers independently assessed articles for eligibility. We contacted all authors of included studies for information detailing intervention content. We describe how often theory mechanisms were addressed by interventions, and report intervention characteristics used to address theory.Of 202 articles that reported using the social cognitive theory of self-regulation, 52% failed to incorporate self-monitoring, a main theory component, and were therefore excluded. We included 35 interventions that adequately used the theory framework. Intervention characteristics were often poorly reported in peer-reviewed publications, 21 of 35 interventions incorporated characteristics that addressed each of the main theory components. Each intervention addressed, on average, six of eight self-monitoring mechanisms, two of five self-judgement mechanisms, and one of three self-evaluation mechanisms. The self-monitoring mechanisms 'Feedback' and 'Consistency' were addressed by all interventions, whereas the self-evaluation mechanisms 'Self-incentives' and 'External rewards' were addressed by six and four interventions, respectively. The present review

A Systematic Review Exploring the Social Cognitive Theory of Self-Regulation as a Framework for Chronic Health Condition Interventions.

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Tougas, Michelle E; Hayden, Jill A; McGrath, Patrick J; Huguet, Anna; Rozario, Sharlene

2015-01-01

Theory is often recommended as a framework for guiding hypothesized mechanisms of treatment effect. However, there is limited guidance about how to use theory in intervention development. We conducted a systematic review to provide an exemplar review evaluating the extent to which use of theory is identified and incorporated within existing interventions. We searched electronic databases PubMed, PsycINFO, CENTRAL, and EMBASE from inception to May 2014. We searched clinicaltrials.gov for registered protocols, reference lists of relevant systematic reviews and included studies, and conducted a citation search in Web of Science. We included peer-reviewed publications of interventions that referenced the social cognitive theory of self-regulation as a framework for interventions to manage chronic health conditions. Two reviewers independently assessed articles for eligibility. We contacted all authors of included studies for information detailing intervention content. We describe how often theory mechanisms were addressed by interventions, and report intervention characteristics used to address theory. Of 202 articles that reported using the social cognitive theory of self-regulation, 52% failed to incorporate self-monitoring, a main theory component, and were therefore excluded. We included 35 interventions that adequately used the theory framework. Intervention characteristics were often poorly reported in peer-reviewed publications, 21 of 35 interventions incorporated characteristics that addressed each of the main theory components. Each intervention addressed, on average, six of eight self-monitoring mechanisms, two of five self-judgement mechanisms, and one of three self-evaluation mechanisms. The self-monitoring mechanisms 'Feedback' and 'Consistency' were addressed by all interventions, whereas the self-evaluation mechanisms 'Self-incentives' and 'External rewards' were addressed by six and four interventions, respectively. The present review establishes that

Dual-processing accounts of reasoning, judgment, and social cognition.

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Evans, Jonathan St B T

2008-01-01

This article reviews a diverse set of proposals for dual processing in higher cognition within largely disconnected literatures in cognitive and social psychology. All these theories have in common the distinction between cognitive processes that are fast, automatic, and unconscious and those that are slow, deliberative, and conscious. A number of authors have recently suggested that there may be two architecturally (and evolutionarily) distinct cognitive systems underlying these dual-process accounts. However, it emerges that (a) there are multiple kinds of implicit processes described by different theorists and (b) not all of the proposed attributes of the two kinds of processing can be sensibly mapped on to two systems as currently conceived. It is suggested that while some dual-process theories are concerned with parallel competing processes involving explicit and implicit knowledge systems, others are concerned with the influence of preconscious processes that contextualize and shape deliberative reasoning and decision-making.

What does germane load mean? An empirical contribution to the cognitive load theory

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Nicolas eDebue

2014-10-01

Full Text Available While over the last decades, much attention has been paid to the mental workload in the field of human computer interactions, there is still a lack of consensus concerning the factors that generate it as well as the measurement methods that could reflect workload variations. Based on the multifactorial Cognitive Load Theory, our study aims to provide some food for thought about the subjective and objective measurement that can be used to disentangle the intrinsic, extraneous and germane load. The purpose is to provide insight into the way cognitive load can explain how users’ cognitive resources are allocated in the use of hypermedia, such as an online newspaper. A two-phase experiment has been conducted on the information retention from online news stories. Phase 1 (92 participants examined the influence of multimedia content on performance as well as the relationships between cognitive loads and cognitive absorption. In Phase 2 (36 participants, eye-tracking data were collected in order to provide reliable and objective measures. Results confirmed that performance in information retention was impacted by the presence of multimedia content such as animations and pictures. The higher number of fixations on these animations suggests that users’ attention could have been attracted by them. Results showed the expected opposite relationships between Germane and Extraneous Load, a positive association between GL and cognitive absorption and a nonlinear association between Intrinsic and Germane Load. The trends based on eye-tracking data analysis provide some interesting findings about the relationships between longer fixations, shorter saccades and cognitive load. Some issues are raised about the respective contribution of mean pupil diameter and Index of Cognitive Activity.

What does germane load mean? An empirical contribution to the cognitive load theory.

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Debue, Nicolas; van de Leemput, Cécile

2014-01-01

While over the last decades, much attention has been paid to the mental workload in the field of human computer interactions, there is still a lack of consensus concerning the factors that generate it as well as the measurement methods that could reflect workload variations. Based on the multifactorial Cognitive Load Theory (CLT), our study aims to provide some food for thought about the subjective and objective measurement that can be used to disentangle the intrinsic, extraneous, and germane load. The purpose is to provide insight into the way cognitive load can explain how users' cognitive resources are allocated in the use of hypermedia, such as an online newspaper. A two-phase experiment has been conducted on the information retention from online news stories. Phase 1 (92 participants) examined the influence of multimedia content on performance as well as the relationships between cognitive loads and cognitive absorption. In Phase 2 (36 participants), eye-tracking data were collected in order to provide reliable and objective measures. Results confirmed that performance in information retention was impacted by the presence of multimedia content such as animations and pictures. The higher number of fixations on these animations suggests that users' attention could have been attracted by them. Results showed the expected opposite relationships between germane and extraneous load, a positive association between germane load and cognitive absorption and a non-linear association between intrinsic and germane load. The trends based on eye-tracking data analysis provide some interesting findings about the relationship between longer fixations, shorter saccades and cognitive load. Some issues are raised about the respective contribution of mean pupil diameter and Index of Cognitive Activity.

The architecture and dynamics of developing mind: experiential structuralism as a frame for unifying cognitive developmental theories.

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Demetriou, A; Efklides, A; Platsidou, M

1993-01-01

This Monograph presents a theory of cognitive development. The theory argues that the mind develops across three fronts. The first refers to a general processing system that defines the general potentials of mind to develop cognitive strategies and skills. The second refers to a hypercognitive system that governs self-understanding and self-regulation. The third involves a set of specialized structural systems (SSSs) that are responsible for the representation and processing of different reality domains. There are specific forces that are responsible for this organization of mind. These are expressed in the Monograph in terms of a set of five organizational principles. The developmental course of the major systems is outlined. Developmental change is ascribed by the theory to the interaction between the various systems. Different types of development require different change mechanisms. Five studies are presented that provide empirical support for these postulates. Study 1 demonstrated the organizational power of principles and SSSs. Study 2 showed that the SSSs constrain the effect of learning. Study 3 established that the hypercognitive system does function as the interface between tasks and SSS-specific processes or between SSSs and general cognitive functions such as attention and memory. Study 4 investigated the relations between one of the components of the processing system, storage, and two different SSSs expressed via two different symbolic systems, namely, the numeric and the imaginal. Finally, Study 5 examined the interaction between the components of the processing system and the relations between each of these components and one SSS, namely, the quantitative-relational SSS. The theoretical implications of these studies with regard to general issues, such as the nature of representation, the causation of cognitive change, and individual differences in cognitive development, are discussed in the concluding chapter.

Developing Dynamic Field Theory Architectures for Embodied Cognitive Systems with cedar.

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Lomp, Oliver; Richter, Mathis; Zibner, Stephan K U; Schöner, Gregor

2016-01-01

Embodied artificial cognitive systems, such as autonomous robots or intelligent observers, connect cognitive processes to sensory and effector systems in real time. Prime candidates for such embodied intelligence are neurally inspired architectures. While components such as forward neural networks are well established, designing pervasively autonomous neural architectures remains a challenge. This includes the problem of tuning the parameters of such architectures so that they deliver specified functionality under variable environmental conditions and retain these functions as the architectures are expanded. The scaling and autonomy problems are solved, in part, by dynamic field theory (DFT), a theoretical framework for the neural grounding of sensorimotor and cognitive processes. In this paper, we address how to efficiently build DFT architectures that control embodied agents and how to tune their parameters so that the desired cognitive functions emerge while such agents are situated in real environments. In DFT architectures, dynamic neural fields or nodes are assigned dynamic regimes, that is, attractor states and their instabilities, from which cognitive function emerges. Tuning thus amounts to determining values of the dynamic parameters for which the components of a DFT architecture are in the specified dynamic regime under the appropriate environmental conditions. The process of tuning is facilitated by the software framework cedar , which provides a graphical interface to build and execute DFT architectures. It enables to change dynamic parameters online and visualize the activation states of any component while the agent is receiving sensory inputs in real time. Using a simple example, we take the reader through the workflow of conceiving of DFT architectures, implementing them on embodied agents, tuning their parameters, and assessing performance while the system is coupled to real sensory inputs.

Exploring the cognitive schemas as individual or group structures

Directory of Open Access Journals (Sweden)

Ana Arzenšek

2012-10-01

Full Text Available The present paper describes some features of the theory of cognitive schemas. The discussion focuses on the issue of appropriate level to explore the cognitive schemas: the individual-, above individual- or the level of larger social systems, depending on the characteristics of social cognition and the nature of cognitive schemas. Currently researchers of cognitive schemas focus on the interaction between motivational, cognitive and other personal and situational variables and on their influence on behavior. Cognitive schemas are seen as the result of mutual interplay between personal, environmental and situational variables. The answer to the appropriate level of exploration question is found to depend on the paradigm within which the individual researchers work and also on the nature of the research problem.

Analisis Fairness dan Incentive Contracting pada Kinerja Berbasis Anggaran: Pengujian Eksperimen Atas Referent Cognition Theory

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Yusnaini Yusnaini

2010-01-01

Full Text Available Based on referent cognition theory, this study examines the effects of fairness and incentive on individual performance in a nonparticipative budgeting setting. An experimental design 2x2 between subjects was conducted. Participants are as many as 88 student of accounting program in executive class. Two way ANOVA analyses are used to investigate hypothesis. The result show as predicted by referent cognition theory. Performance was lowest when an unfair budget target assigned using an unfair budgeting process. When the budget target assigned was fair, the fairness or unfairness of the budgeting process had no significant effect on performance. When an unfair budget target was determined using a fair budgeting process, performance was not significantly different from performance of the subjects assigned fair budget targets.Abstract in Bahasa Indonesia: Penelitian ini berdasarkan teori referent cognition. Tujuan penelitian ini adalah menguji pengaruh keadilan dan insentif terhadap kinerja individu dalam konteks non partisipasi anggaran. Pengujian dilakukan dengan desain eksperimental 2x2 between subject. Partisipan adalah 88 orang mahasiswa program studi akuntansi pada kelas eksekutif. Pengujian hipotesis dilakukan dengan menggunakan alat analisis two way anova. Pengujian hipotesis menunjukkan hasil yang selaras dengan apa yang dikemukakan oleh teori referent cognition. Dari hasil penelitian diperoleh bahwa, kinerja rendah ketika target dan proses penentuan anggaran dilakukan secara tidak adil. Kinerja pada target anggaran yang adil tidak berbeda meskipun proses penetapan anggaran tersebut dilakukan secara adil maupun tidak. Sedangkan kinerja pada target anggaran yang tidak adil tidak berbeda dengan kinerja pada target anggaran yang adil ketika proses dalam penetapan anggaran tersebut dilakukan secara adil. Kata kunci: Fairness, referent cognitions, anggaran, insentif

Cognitive debiasing 1: origins of bias and theory of debiasing.

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Croskerry, Pat; Singhal, Geeta; Mamede, Sílvia

2013-10-01

Numerous studies have shown that diagnostic failure depends upon a variety of factors. Psychological factors are fundamental in influencing the cognitive performance of the decision maker. In this first of two papers, we discuss the basics of reasoning and the Dual Process Theory (DPT) of decision making. The general properties of the DPT model, as it applies to diagnostic reasoning, are reviewed. A variety of cognitive and affective biases are known to compromise the decision-making process. They mostly appear to originate in the fast intuitive processes of Type 1 that dominate (or drive) decision making. Type 1 processes work well most of the time but they may open the door for biases. Removing or at least mitigating these biases would appear to be an important goal. We will also review the origins of biases. The consensus is that there are two major sources: innate, hard-wired biases that developed in our evolutionary past, and acquired biases established in the course of development and within our working environments. Both are associated with abbreviated decision making in the form of heuristics. Other work suggests that ambient and contextual factors may create high risk situations that dispose decision makers to particular biases. Fatigue, sleep deprivation and cognitive overload appear to be important determinants. The theoretical basis of several approaches towards debiasing is then discussed. All share a common feature that involves a deliberate decoupling from Type 1 intuitive processing and moving to Type 2 analytical processing so that eventually unexamined intuitive judgments can be submitted to verification. This decoupling step appears to be the critical feature of cognitive and affective debiasing.

Transcranial alternating current stimulation: A review of the underlying mechanisms and modulation of cognitive processes

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Christoph S Herrmann

2013-06-01

Full Text Available Brain oscillations of different frequencies have been associated with a variety of cognitive functions. Convincing evidence supporting those associations has been provided by studies using intracranial stimulation, pharmacological interventions and lesion studies. The emergence of novel non-invasive brain stimulation techniques like repetitive transcranial magnetic stimulation (rTMS and transcranial alternating current stimulation (tACS now allows to modulate brain oscillations directly. Particularly, tACS offers the unique opportunity to causally link brain oscillations of a specific frequency range to cognitive processes, because it uses sinusoidal currents that are bound to one frequency only. Using tACS allows to modulate brain oscillations and in turn to influence cognitive processes, thereby demonstrating the causal link between the two. Here, we review findings about the physiological mechanism of tACS and studies that have used tACS to modulate basic motor and sensory processes as well as higher cognitive processes like memory, ambiguous perception, and decision making.

Categorial compositionality II: universal constructions and a general theory of (quasi-systematicity in human cognition.

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Steven Phillips

2011-08-01

Full Text Available A complete theory of cognitive architecture (i.e., the basic processes and modes of composition that together constitute cognitive behaviour must explain the systematicity property--why our cognitive capacities are organized into particular groups of capacities, rather than some other, arbitrary collection. The classical account supposes: (1 syntactically compositional representations; and (2 processes that are sensitive to--compatible with--their structure. Classical compositionality, however, does not explain why these two components must be compatible; they are only compatible by the ad hoc assumption (convention of employing the same mode of (concatenative compositionality (e.g., prefix/postfix, where a relation symbol is always prepended/appended to the symbols for the related entities. Architectures employing mixed modes do not support systematicity. Recently, we proposed an alternative explanation without ad hoc assumptions, using category theory. Here, we extend our explanation to domains that are quasi-systematic (e.g., aspects of most languages, where the domain includes some but not all possible combinations of constituents. The central category-theoretic construct is an adjunction involving pullbacks, where the primary focus is on the relationship between processes modelled as functors, rather than the representations. A functor is a structure-preserving map (or construction, for our purposes. An adjunction guarantees that the only pairings of functors are the systematic ones. Thus, (quasi-systematicity is a necessary consequence of a categorial cognitive architecture whose basic processes are functors that participate in adjunctions.

Categorial compositionality II: universal constructions and a general theory of (quasi-)systematicity in human cognition.

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Phillips, Steven; Wilson, William H

2011-08-01

A complete theory of cognitive architecture (i.e., the basic processes and modes of composition that together constitute cognitive behaviour) must explain the systematicity property--why our cognitive capacities are organized into particular groups of capacities, rather than some other, arbitrary collection. The classical account supposes: (1) syntactically compositional representations; and (2) processes that are sensitive to--compatible with--their structure. Classical compositionality, however, does not explain why these two components must be compatible; they are only compatible by the ad hoc assumption (convention) of employing the same mode of (concatenative) compositionality (e.g., prefix/postfix, where a relation symbol is always prepended/appended to the symbols for the related entities). Architectures employing mixed modes do not support systematicity. Recently, we proposed an alternative explanation without ad hoc assumptions, using category theory. Here, we extend our explanation to domains that are quasi-systematic (e.g., aspects of most languages), where the domain includes some but not all possible combinations of constituents. The central category-theoretic construct is an adjunction involving pullbacks, where the primary focus is on the relationship between processes modelled as functors, rather than the representations. A functor is a structure-preserving map (or construction, for our purposes). An adjunction guarantees that the only pairings of functors are the systematic ones. Thus, (quasi-)systematicity is a necessary consequence of a categorial cognitive architecture whose basic processes are functors that participate in adjunctions.

First-principles theory of inelastic currents in a scanning tunneling microscope

DEFF Research Database (Denmark)

Stokbro, Kurt; Hu, Ben Yu-Kuang; Thirstrup, C.

1998-01-01

A first-principles theory of inelastic tunneling between a model probe tip and an atom adsorbed on a surface is presented, extending the elastic tunneling theory of Tersoff and Hamann. The inelastic current is proportional to the change in the local density of states at the center of the tip due...... to the addition of the adsorbate. We use the theory to investigate the vibrational heating of an adsorbate below a scanning tunneling microscopy tip. We calculate the desorption rate of PI from Si(100)-H(2 X 1) as a function of the sample bias and tunnel current, and find excellent a,agreement with recent...

Cognitive architectures: choreographing the dance of mental operations with the task environment.

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Gray, Wayne D

2008-06-01

In this article, I present the ideas and trends that have given rise to the use of cognitive architectures in human factors and provide a cognitive engineering-oriented taxonomy of these architectures and a snapshot of their use for cognitive engineering. Architectures of cognition have had a long history in human factors but a brief past. The long history entails a 50-year preamble, whereas the explosion of work in the current decade reflects the brief past. Understanding this history is key to understanding the current and future prospects for applying cognitive science theory to human factors practice. The review defines three formative eras in cognitive engineering research: the 1950s, 1980s, and now. In the first era, the fledging fields of cognitive science and human factors emphasized characteristics of the dancer the limited capacity or bounded rationality view of the mind, and the ballroom, the task environment. The second era emphasized the dance (i.e., the dynamic interaction between mental operations and task environment). The third era has seen the rise of cognitive architectures as tools for choreographing the dance of mental operations within the complex environments posed by human factors practice. Hybrid architectures present the best vector for introducing cognitive science theories into a renewed engineering-based human factors. The taxonomy provided in this article may provide guidance on when and whether to apply a cognitive science or a hybrid architecture to a human factors issue.

[Cognition - the core of major depressive disorder].

Science.gov (United States)

Polosan, M; Lemogne, C; Jardri, R; Fossati, P

2016-02-01

Cognitive deficits have been only recently recognized as a major phenotype determinant of major depressive disorder, although they are an integral part of the definition of the depressive state. Congruent evidence suggest that these cognitive deficits persist beyond the acute phase and may be identified at all ages. The aim of the current study was to review the main meta-analyses on cognition and depression, which encompasses a large range of cognitive domains. Therefore, we discuss the "cold" (attention, memory, executive functions) and "hot" (emotional bias) cognitive impairments in MDD, as well as those of social cognition domains (empathy, theory of mind). Several factors interfere with cognition in MDD such as clinical (melancholic, psychotic...) features, age, age of onset, illness severity, medication and comorbid condition. As still debated in the literature, the type of relationship between the severity of cognitive symptoms and functioning in depression is detailed, thus highlighting their predictive value of functional outcome, independently of the affective symptoms. A better identification of the cognitive deficits in MDD and a monitoring of the effects of different treatments require appropriate instruments, which may be developed by taking advantage of the increasing success of computing tools. Overall, current data suggest a core role for different cognitive deficits in MDD, therefore opening new perspectives for optimizing the treatment of depression. Copyright © 2016 Elsevier Ltd. All rights reserved.

Current Trends in Foreign Trade Theory and Policy

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Zdzisław W. Puślecki

2017-12-01

Full Text Available In this research work, Author focus on the current analysis trends in foreign trade theory and policy. Accordance with the foreign trade policy theory further trade liberalisation and improved framework policies would increase trade and promote growth. It must be emphasized that openness to trade is associated with higher incomes and growth and there is the need for new approaches to trade cooperation in light of the forces that are currently re-shaping international business. What indicates the importance and innovativeness of the research is the presentation of the new models of the foreign trade policy and trade interests. First of all, it must underline that in the new theoretical terms in demand for trade policy very important is factor specificity. The low specificity of factors means that factor returns are equalized throughout a region’s economy. On the other hand, some factors are stuck in their present uses; therefore, factor returns are not equalized throughout a region’s economy but are industry specific. The main objective of the research task is to give a comprehensive analysis of current trends in foreign trade theory and policy and in particular models of foreign trade policy, trade interests indicated by export orientation and import sensitivity, foreign trade policy in different types of authoritarian regimes, protectionist pressures in different political system, the level of protectionist pressures, the tendencies to bilateralism in the foreign trade policy. It should be stressed that free trade in itself is not responsible for economic growth, but more significant are the determining macroeconomic stability and increasing investment.

Cognitive Theories of Autism

Science.gov (United States)

Rajendran, Gnanathusharan; Mitchell, Peter

2007-01-01

This article considers three theories of autism: The Theory of Mind Deficit, Executive Dysfunction and the Weak Central Coherence accounts. It outlines each along with studies relevant to their emergence, their expansion, their limitations and their possible integration. Furthermore, consideration is given to any implication from the theories in…

Load Theory of Selective Attention and Cognitive Control

Science.gov (United States)

Lavie, Nilli; Hirst, Aleksandra; de Fockert, Jan W.; Viding, Essi

2004-01-01

A load theory of attention in which distractor rejection depends on the level and type of load involved in current processing was tested. A series of experiments demonstrates that whereas high perceptual load reduces distractor interference, working memory load or dual-task coordination load increases distractor interference. These findings…

Exploring Physical Activity by Ethnicity and Gender in College Students Using Social Cognitive Theory

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Nehl, Eric J.; Blanchard, Chris M.; Kupperman, Janet; Sparling, Phillip; Rhodes, Ryan; Torabi, Mohammad R.; Courneya, Kerry S.

2012-01-01

Intervention;The psychological determinants of physical activity (PA) among college students may vary by ethnicity and gender, but few studies have considered these characteristics. This study tested constructs from Social Cognitive Theory (SCT) by ethnicity and gender to explain differences in PA. A total of 231 Blacks (70% female) and 218 White…

The poverty of embodied cognition.

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Goldinger, Stephen D; Papesh, Megan H; Barnhart, Anthony S; Hansen, Whitney A; Hout, Michael C

2016-08-01

In recent years, there has been rapidly growing interest in embodied cognition, a multifaceted theoretical proposition that (1) cognitive processes are influenced by the body, (2) cognition exists in the service of action, (3) cognition is situated in the environment, and (4) cognition may occur without internal representations. Many proponents view embodied cognition as the next great paradigm shift for cognitive science. In this article, we critically examine the core ideas from embodied cognition, taking a "thought exercise" approach. We first note that the basic principles from embodiment theory are either unacceptably vague (e.g., the premise that perception is influenced by the body) or they offer nothing new (e.g., cognition evolved to optimize survival, emotions affect cognition, perception-action couplings are important). We next suggest that, for the vast majority of classic findings in cognitive science, embodied cognition offers no scientifically valuable insight. In most cases, the theory has no logical connections to the phenomena, other than some trivially true ideas. Beyond classic laboratory findings, embodiment theory is also unable to adequately address the basic experiences of cognitive life.

A gauge invariant theory for time dependent heat current

International Nuclear Information System (INIS)

Chen, Jian; ShangGuan, Minhui; Wang, Jian

2015-01-01

In this work, we develop a general gauge-invariant theory for AC heat current through multi-probe systems. Using the non-equilibrium Green’s function, a general expression for time-dependent electrothermal admittance is obtained where we include the internal potential due to the Coulomb interaction explicitly. We show that the gauge-invariant condition is satisfied for heat current if the self-consistent Coulomb interaction is considered. It is known that the Onsager relation holds for dynamic charge conductance. We show in this work that the Onsager relation for electrothermal admittance is violated, except for a special case of a quantum dot system with a single energy level. We apply our theory to a nano capacitor where the Coulomb interaction plays an essential role. We find that, to the first order in frequency, the heat current is related to the electrochemical capacitance as well as the phase accumulated in the scattering event. (paper)

Cognitive schema and naturalistic decision making in evidence-based practices.

Science.gov (United States)

Falzer, Paul R

2004-04-01

A recent article in this journal proposed a naturalistic approach to decision making that overcomes problems intrinsic to classical decision theory. The approach emphasizes cognitive and multi-level processes, the development of expert reasoning, and the role of decision support in individual and organizational decision making. The current paper builds on this effort by suggesting a naturalistic, multi-level, theory that can facilitate the dissemination of evidence-based practices (EBPs). The paper presents "Image Theory," a theory that has been extensively investigated in other disciplines, but has yet to be utilized in medical decision research. It is suggested that its rich, empirically tested, distinctions among kinds of cognitive and organizational processes and types of decisions and tasks make Image Theory especially valuable in describing impediments to implementing EBPs. The paper discusses how naturalistic theory can assist clinicians, administrators, researchers, and policy makers in achieving a balance between evidence-based medicine and patient-centered practice.

Modularity, comparative cognition and human uniqueness.

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Shettleworth, Sara J

2012-10-05

Darwin's claim 'that the difference in mind between man and the higher animals … is certainly one of degree and not of kind' is at the core of the comparative study of cognition. Recent research provides unprecedented support for Darwin's claim as well as new reasons to question it, stimulating new theories of human cognitive uniqueness. This article compares and evaluates approaches to such theories. Some prominent theories propose sweeping domain-general characterizations of the difference in cognitive capabilities and/or mechanisms between adult humans and other animals. Dual-process theories for some cognitive domains propose that adult human cognition shares simple basic processes with that of other animals while additionally including slower-developing and more explicit uniquely human processes. These theories are consistent with a modular account of cognition and the 'core knowledge' account of children's cognitive development. A complementary proposal is that human infants have unique social and/or cognitive adaptations for uniquely human learning. A view of human cognitive architecture as a mosaic of unique and species-general modular and domain-general processes together with a focus on uniquely human developmental mechanisms is consistent with modern evolutionary-developmental biology and suggests new questions for comparative research.

Using situated cognition theory in researching student experience of the workplace

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Case, Jennifer; Jawitz, Jeff

2004-05-01

It has been proposed that situated cognition theory, in which learning is conceptualized as induction into a community of practice through the activity of legitimate peripheral participation, offers an appropriate theoretical perspective for examining issues of gender in science education. This study critically engages with this proposal by means of an investigation of the vacation work experiences of a group of South African final-year civil and chemical engineering students. Issues of race and gender appeared prominently and spontaneously in focus group and interview data. An analysis of these data using the situated cognition framework allowed for a deeper understanding of these issues and their impact on learning. It was found that access to legitimate peripheral participation was critical for good learning outcomes (associated with positive identity formation) while denial of this access (as sometimes experienced by black and female students) appeared to be related to less effective learning and poor feelings of self-worth.

A Test of Cognitive Dissonance Theory to Explain Parents' Reactions to Youths' Alcohol Intoxication

Science.gov (United States)

Glatz, Terese; Stattin, Hakan; Kerr, Margaret

2012-01-01

Studies have shown that parents reduce control and support in response to youths' drinking. Why they react this way, however, is still unknown. From cognitive dissonance theory, we derived hypotheses about parents' reactions. We used a longitudinal, school-based sample of 494 youths (13 and 14 years, 56% boys) and their parents. General Linear…

Steady electric fields and currents elementary electromagnetic theory

CERN Document Server

Chirgwin, B H; Kilmister, C W

2013-01-01

Steady Electric Fields and Currents, Volume 1 is an introductory text to electromagnetism and potential theory. This book starts with the fields associated with stationary charges and unravels the stationary condition to allow consideration of the flow of steady currents in closed circuits. The opening chapter discusses the experimental results that require mathematical explanation and discussion, particularly those referring to phenomena that question the validity of the simple Newtonian concepts of space and time. The subsequent chapters consider steady-state fields, electrostatics, dielectr

Self-consistent Ginzburg-Landau theory for transport currents in superconductors

DEFF Research Database (Denmark)

Ögren, Magnus; Sørensen, Mads Peter; Pedersen, Niels Falsig

2012-01-01

We elaborate on boundary conditions for Ginzburg-Landau (GL) theory in the case of external currents. We implement a self-consistent theory within the finite element method (FEM) and present numerical results for a two-dimensional rectangular geometry. We emphasize that our approach can in princi...... in principle also be used for general geometries in three-dimensional superconductors....

Developing dynamic field theory architectures for embodied cognitive systems with cedar

Directory of Open Access Journals (Sweden)

Oliver Lomp

2016-11-01

Full Text Available Embodied artificial cognitive systems such as autonomous robots or intelligent observers connect cognitive processes to sensory and effector systems in real time. Prime candidates for such embodied intelligence are neurally inspired architectures. While components such as forward neural networks are well established, designing pervasively autonomous neural architectures remains a challenge. This includes the problem of tuning the parameters of such architectures so that they deliver specified functionality under variable environmental conditions and retain these functions as the architectures are expanded. The scaling and autonomy problems are solved, in part, by dynamic field theory (DFT, a theoretical framework for the neural grounding of sensorimotor and cognitive processes. In this paper, we address how to efficiently build DFT architectures that control embodied agents and how to tune their parameters so that the desired cognitive functions emerge while such agents are situated in real environments. In DFT architectures, dynamic neural fields or nodes are assigned dynamic regimes, that is, attractor states and their instabilities, from which cognitive function emerges. Tuning thus amounts to determining values of the dynamic parameters for which the components of a DFT architecture are in the specified dynamic regime under the appropriate environmental conditions. The process of tuning is facilitated by the software framework cedar, which provides a graphical interface to build and execute DFT architectures. It enables to change dynamic parameters online and visualize the activation states of any component while the agent is receiving sensory inputs in real-time. Using a simple example, we take the reader through the workflow of conceiving of DFT architectures, implementing them on embodied agents, tuning their parameters, and assessing performance while the system is coupled to real sensory inputs.

Can cognitive science create a cognitive economics?

Science.gov (United States)

Chater, Nick

2015-02-01

Cognitive science can intersect with economics in at least three productive ways: by providing richer models of individual behaviour for use in economic analysis; by drawing from economic theory in order to model distributed cognition; and jointly to create more powerful 'rational' models of cognitive processes and social interaction. There is the prospect of moving from behavioural economics to a genuinely cognitive economics. Copyright © 2014. Published by Elsevier B.V.

Nussbaum on the cognitive nature of emotions

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Gustavo Ortiz Millán

Full Text Available Abstract: Martha Nussbaum tells us that emotions are cognitive value judgments. She claims that her theory, the neo-Stoic theory of emotions, can handle traditional objections to cognitive theories of emotions. However, in this paper I hold that she improperly takes advantage of the ambiguity of the term "cognition": she faces the problems that arise when the term "cognition" is used in a very narrow sense (which claims that emotions are beliefs, resorting to a very wide sense under which any mental process is cognitive. I argue that this move does not solve the problems of the traditional cognitive theories of emotions. In order to show this, I distinguish four senses in which the term "cognitive" is used in theories of emotions, I analyze the ways Nussbaum uses them and why this move does not solve the traditional objections.

Application of the cognitive therapy model to initial crisis assessment.

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Calvert, Patricia; Palmer, Christine

2003-03-01

This article provides a background to the development of cognitive therapy and cognitive therapeutic skills with a specific focus on the treatment of a depressive episode. It discusses the utility of cognitive therapeutic strategies to the model of crisis theory and initial crisis assessment currently used by the Community Assessment & Treatment Team of Waitemata District Health Board on the North Shore of Auckland, New Zealand. A brief background to cognitive therapy is provided, followed by a comprehensive example of the use of the Socratic questioning method in guiding collaborative assessment and treatment of suicidality by nurses during the initial crisis assessment.

Cognitive Effects of Mindfulness Training: Results of a Pilot Study Based on a Theory Driven Approach.

Science.gov (United States)

Wimmer, Lena; Bellingrath, Silja; von Stockhausen, Lisa

2016-01-01

The present paper reports a pilot study which tested cognitive effects of mindfulness practice in a theory-driven approach. Thirty-four fifth graders received either a mindfulness training which was based on the mindfulness-based stress reduction approach (experimental group), a concentration training (active control group), or no treatment (passive control group). Based on the operational definition of mindfulness by Bishop et al. (2004), effects on sustained attention, cognitive flexibility, cognitive inhibition, and data-driven as opposed to schema-based information processing were predicted. These abilities were assessed in a pre-post design by means of a vigilance test, a reversible figures test, the Wisconsin Card Sorting Test, a Stroop test, a visual search task, and a recognition task of prototypical faces. Results suggest that the mindfulness training specifically improved cognitive inhibition and data-driven information processing.

Cognitive effects of mindfulness training: Results of a pilot study based on a theory driven approach

Directory of Open Access Journals (Sweden)

Lena Wimmer

2016-07-01

Full Text Available The present paper reports a pilot study which tested cognitive effects of mindfulness practice in a theory-driven approach. Thirty-four fifth graders received either a mindfulness training which was based on the mindfulness-based stress reduction approach (experimental group, a concentration training (active control group or no treatment (passive control group. Based on the operational definition of mindfulness by Bishop et al. (2004, effects on sustained attention, cognitive flexibility, cognitive inhibition and data-driven as opposed to schema-based information processing were predicted. These abilities were assessed in a pre-post design by means of a vigilance test, a reversible figures test, the Wisconsin Card Sorting Test, a Stroop test, a visual search task, and a recognition task of prototypical faces. Results suggest that the mindfulness training specifically improved cognitive inhibition and data-driven information processing.

Towards an integrative account of social cognition: marrying theory of mind and interactionism to study the interplay of Type 1 and Type 2 processes

Directory of Open Access Journals (Sweden)

Vivian eBohl

2012-10-01

Full Text Available Traditional theory of mind accounts of social cognition have been at the basis of most studies in the social cognitive neurosciences. However, in recent years, the need to go beyond traditional theory of mind accounts for understanding real life social interactions has become all the more pressing. At the same time it remains unclear whether alternative accounts, such as interactionism, can yield a sufficient description and explanation of social interactions. We argue that instead of considering theory of mind and interactionism as mutually exclusive opponents, they should be integrated into a more comprehensive account of social cognition. We draw on dual process models of social cognition that contrast two different types of social cognitive processing. The first type (labelled Type 1 refers to processes that are fast, efficient, stimulus-driven, and relatively inflexible. The second type (labelled Type 2 refers to processes that are relatively slow, cognitively laborious, flexible, and may involve conscious control. We argue that while interactionism captures aspects of social cognition mostly related to Type 1 processes, theory of mind is more focused on those based on Type 2 processes. We suggest that real life social interactions are rarely based on either Type 1 or Type 2 processes alone. On the contrary, we propose that in most cases both types of processes are simultaneously involved and that social behaviour may be sustained by the interplay between these two types of processes. Finally, we discuss how the new integrative framework can guide experimental research on social interaction.

Cognitive contributions to theory of mind ability in children with a traumatic head injury.

Science.gov (United States)

Levy, Naomi Kahana; Milgram, Noach

2016-01-01

The objective of the current study is to examine the contribution of intellectual abilities, executive functions (EF), and facial emotion recognition to difficulties in Theory of Mind (ToM) abilities in children with a traumatic head injury. Israeli children with a traumatic head injury were compared with their non-injured counterparts. Each group included 18 children (12 males) ages 7-13. Measurements included reading the mind in the eyes, facial emotion recognition, reasoning the other's characteristics based on motive and outcome, Raven's Coloured Progressive Matrices, similarities and digit span (Wechsler Intelligence Scale for Children - Revised 95 subscales), verbal fluency, and the Behaviour Rating Inventory of Executive Functions. Non-injured children performed significantly better on ToM, abstract reasoning, and EF measures compared with children with a traumatic head injury. However, differences in ToM abilities between the groups were no longer significant after controlling for abstract reasoning, working memory, verbal fluency, or facial emotion recognition. Impaired ToM recognition and reasoning abilities after a head injury may result from other cognitive impairments. In children with mild and moderate head injury, poorer performance on ToM tasks may reflect poorer abstract reasoning, a general tendency to concretize stimuli, working memory and verbal fluency deficits, and difficulties in facial emotion recognition, rather than deficits in the ability to understand the other's thoughts and emotions. ToM impairments may be secondary to a range of cognitive deficits in determining social outcomes in this population.

Dysfunctions of decision-making and cognitive control as transdiagnostic mechanisms of mental disorders: advances, gaps, and needs in current research.

Science.gov (United States)

Goschke, Thomas

2014-01-01

Disadvantageous decision-making and impaired volitional control over actions, thoughts, and emotions are characteristics of a wide range of mental disorders such as addiction, eating disorders, depression, and anxiety disorders and may reflect transdiagnostic core mechanisms and possibly vulnerability factors. Elucidating the underlying neurocognitive mechanisms is a precondition for moving from symptom-based to mechanism-based disorder classifications and ultimately mechanism-targeted interventions. However, despite substantial advances in basic research on decision-making and cognitive control, there are still profound gaps in our current understanding of dysfunctions of these processes in mental disorders. Central unresolved questions are: (i) to which degree such dysfunctions reflect transdiagnostic mechanisms or disorder-specific patterns of impairment; (ii) how phenotypical features of mental disorders relate to dysfunctional control parameter settings and aberrant interactions between large-scale brain systems involved in habit and reward-based learning, performance monitoring, emotion regulation, and cognitive control; (iii) whether cognitive control impairments are consequences or antecedent vulnerability factors of mental disorders; (iv) whether they reflect generalized competence impairments or context-specific performance failures; (v) whether not only impaired but also chronic over-control contributes to mental disorders. In the light of these gaps, needs for future research are: (i) an increased focus on basic cognitive-affective mechanisms underlying decision and control dysfunctions across disorders; (ii) longitudinal-prospective studies systematically incorporating theory-driven behavioural tasks and neuroimaging protocols to assess decision-making and control dysfunctions and aberrant interactions between underlying large-scale brain systems; (iii) use of latent-variable models of cognitive control rather than single tasks; (iv) increased focus on

Superconformal field theory in three dimensions: correlation functions of conserved currents

Energy Technology Data Exchange (ETDEWEB)

Buchbinder, Evgeny I.; Kuzenko, Sergei M.; Samsonov, Igor B. [School of Physics M013, The University of Western Australia,35 Stirling Highway, Crawley W.A. 6009 (Australia)

2015-06-22

For N-extended superconformal field theories in three spacetime dimensions (3D), with 1≤N≤3, we compute the two- and three-point correlation functions of the supercurrent and the flavour current multiplets. We demonstrate that supersymmetry imposes additional restrictions on the correlators of conserved currents as compared with the non-supersymmetric case studied by Osborn and Petkou in hep-th/9307010. It is shown that the three-point function of the supercurrent is determined by a single functional form consistent with the conservation equation and all the symmetry properties. Similarly, the three-point function of the flavour current multiplets is also determined by a single functional form in the N=1 and N=3 cases. The specific feature of the N=2 case is that two independent structures are allowed for the three-point function of flavour current multiplets, but only one of them contributes to the three-point function of the conserved currents contained in these multiplets. Since the supergravity and super-Yang-Mills Ward identities are expected to relate the coefficients of the two- and three-point functions under consideration, the results obtained for 3D superconformal field theory are analogous to those in 2D conformal field theory. In addition, we present a new supertwistor construction for compactified Minkowski superspace. It is suitable for developing superconformal field theory on 3D spacetimes other than Minkowski space, such as S{sup 1}×S{sup 2} and its universal covering space ℝ×S{sup 2}.

Surprise, Memory, and Retrospective Judgment Making: Testing Cognitive Reconstruction Theories of the Hindsight Bias Effect

Science.gov (United States)

Ash, Ivan K.

2009-01-01

Hindsight bias has been shown to be a pervasive and potentially harmful decision-making bias. A review of 4 competing cognitive reconstruction theories of hindsight bias revealed conflicting predictions about the role and effect of expectation or surprise in retrospective judgment formation. Two experiments tested these predictions examining the…

Potential effects of current drug therapies on cognitive impairment in patients with type 2 diabetes.

Science.gov (United States)

Palleria, Caterina; Leporini, Christian; Maida, Francesca; Succurro, Elena; De Sarro, Giovambattista; Arturi, Franco; Russo, Emilio

2016-07-01

Type 2 diabetes mellitus is a complex metabolic disease that can cause serious damage to various organs. Among the best-known complications, an important role is played by cognitive impairment. Impairment of cognitive functioning has been reported both in type 1 and 2 diabetes mellitus. While this comorbidity has long been known, no major advances have been achieved in clinical research; it is clear that appropriate control of blood glucose levels represents the best current (although unsatisfactory) approach in the prevention of cognitive impairment. We have focused our attention on the possible effect on the brain of antidiabetic drugs, despite their effects on blood glucose levels, giving a brief rationale on the mechanisms (e.g. GLP-1, BDNF, ghrelin) that might be involved. Indeed, GLP-1 agonists are currently clinically studied in other neurodegenerative diseases (i.e. Parkinson's and Alzheimer's disease); furthermore, also other antidiabetic drugs have proven efficacy in preclinical studies. Overall, promising results are already available and finding new intervention strategies represents a current need in this field of research. Copyright © 2016 Elsevier Inc. All rights reserved.

Distinct neural substrates of affective and cognitive theory of mind impairment in semantic dementia.

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Bejanin, Alexandre; Chételat, Gaël; Laisney, Mickael; Pélerin, Alice; Landeau, Brigitte; Merck, Catherine; Belliard, Serge; de La Sayette, Vincent; Eustache, Francis; Desgranges, Béatrice

2017-06-01

Using structural MRI, we investigated the brain substrates of both affective and cognitive theory of mind (ToM) in 19 patients with semantic dementia. We also ran intrinsic connectivity analyses to identify the networks to which the substrates belong and whether they are functionally disturbed in semantic dementia. In line with previous studies, we observed a ToM impairment in patients with semantic dementia even when semantic memory was regressed out. Our results also highlighted different neural bases according to the nature (affective or cognitive) of the representations being inferred. The affective ToM deficit was associated with atrophy in the amygdala, suggesting the involvement of emotion-processing deficits in this impairment. By contrast, cognitive ToM performances were correlated with the volume of medial prefrontal and parietal regions, as well as the right frontal operculum. Intrinsic connectivity analyses revealed decreased functional connectivity, mainly between midline cortical regions and temporal regions. They also showed that left medial temporal regions were functionally isolated, a further possible hindrance to normal social cognitive functioning in semantic dementia. Overall, this study addressed for the first time the neuroanatomical substrates of both cognitive and affective ToM disruption in semantic dementia, highlighting disturbed connectivity within the networks that sustain these abilities.

Toward Cognitively Constrained Models of Language Processing: A Review

Directory of Open Access Journals (Sweden)

Margreet Vogelzang

2017-09-01

Full Text Available Language processing is not an isolated capacity, but is embedded in other aspects of our cognition. However, it is still largely unexplored to what extent and how language processing interacts with general cognitive resources. This question can be investigated with cognitively constrained computational models, which simulate the cognitive processes involved in language processing. The theoretical claims implemented in cognitive models interact with general architectural constraints such as memory limitations. This way, it generates new predictions that can be tested in experiments, thus generating new data that can give rise to new theoretical insights. This theory-model-experiment cycle is a promising method for investigating aspects of language processing that are difficult to investigate with more traditional experimental techniques. This review specifically examines the language processing models of Lewis and Vasishth (2005, Reitter et al. (2011, and Van Rij et al. (2010, all implemented in the cognitive architecture Adaptive Control of Thought—Rational (Anderson et al., 2004. These models are all limited by the assumptions about cognitive capacities provided by the cognitive architecture, but use different linguistic approaches. Because of this, their comparison provides insight into the extent to which assumptions about general cognitive resources influence concretely implemented models of linguistic competence. For example, the sheer speed and accuracy of human language processing is a current challenge in the field of cognitive modeling, as it does not seem to adhere to the same memory and processing capacities that have been found in other cognitive processes. Architecture-based cognitive models of language processing may be able to make explicit which language-specific resources are needed to acquire and process natural language. The review sheds light on cognitively constrained models of language processing from two angles: we

4D edge currents from 5D Chern-Simons theory

International Nuclear Information System (INIS)

Gupta, K.S.; Stern, A.

1995-01-01

A class of two dimensional conformal field theories is known to correspond to three dimensional Chern-Simons theory. Here we claim that there is an analogous class of four dimensional field theories corresponding to five dimensional Chern-Simons theory. The four dimensional theories give a coupling between a scalar field and an external divergenceless vector field and they may have some application in magnetohydrodynamics. Like in conformal theories they possess a diffeomorphism symmetry, which for us is along the direction of the vector field, and their generators are analogous to Virasoro generators. Our analysis of the abelian Chern-Simons system uses elementary canonical methods for the quantization of field theories defined on manifolds with boundaries. Edge states appear for these systems and they yield a four dimensional current algebra. We examine the quantization of these algebras in several special cases and claim that a renormalization of the 5D Chern-Simons coupling is necessary for removing divergences. ((orig.))

Performance of a cognitive load inventory during simulated handoffs: Evidence for validity.

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Young, John Q; Boscardin, Christy K; van Dijk, Savannah M; Abdullah, Ruqayyah; Irby, David M; Sewell, Justin L; Ten Cate, Olle; O'Sullivan, Patricia S

2016-01-01

Advancing patient safety during handoffs remains a public health priority. The application of cognitive load theory offers promise, but is currently limited by the inability to measure cognitive load types. To develop and collect validity evidence for a revised self-report inventory that measures cognitive load types during a handoff. Based on prior published work, input from experts in cognitive load theory and handoffs, and a think-aloud exercise with residents, a revised Cognitive Load Inventory for Handoffs was developed. The Cognitive Load Inventory for Handoffs has items for intrinsic, extraneous, and germane load. Students who were second- and sixth-year students recruited from a Dutch medical school participated in four simulated handoffs (two simple and two complex cases). At the end of each handoff, study participants completed the Cognitive Load Inventory for Handoffs, Paas' Cognitive Load Scale, and one global rating item for intrinsic load, extraneous load, and germane load, respectively. Factor and correlational analyses were performed to collect evidence for validity. Confirmatory factor analysis yielded a single factor that combined intrinsic and germane loads. The extraneous load items performed poorly and were removed from the model. The score from the combined intrinsic and germane load items associated, as predicted by cognitive load theory, with a commonly used measure of overall cognitive load (Pearson's r = 0.83, p load during handoffs may be measured via a self-report measure. Additional work is required to develop an adequate measure of extraneous load.

Autonomous Learning from a Social Cognitive Perspective

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Ponton, Michael K.; Rhea, Nancy E.

2006-01-01

The current perspective of autonomous learning defines it as the agentive exhibition of resourcefulness, initiative, and persistence in self-directed learning. As a form of human agency, it has been argued in the literature that this perspective should be consistent with Bandura's (1986) Social Cognitive Theory (SCT). The purpose of this article…

Testing the Validity of a Cognitive Behavioral Model for Gambling Behavior.

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Raylu, Namrata; Oei, Tian Po S; Loo, Jasmine M Y; Tsai, Jung-Shun

2016-06-01

Currently, cognitive behavioral therapies appear to be one of the most studied treatments for gambling problems and studies show it is effective in treating gambling problems. However, cognitive behavior models have not been widely tested using statistical means. Thus, the aim of this study was to test the validity of the pathways postulated in the cognitive behavioral theory of gambling behavior using structural equation modeling (AMOS 20). Several questionnaires assessing a range of gambling specific variables (e.g., gambling urges, cognitions and behaviors) and gambling correlates (e.g., psychological states, and coping styles) were distributed to 969 participants from the community. Results showed that negative psychological states (i.e., depression, anxiety and stress) only directly predicted gambling behavior, whereas gambling urges predicted gambling behavior directly as well as indirectly via gambling cognitions. Avoidance coping predicted gambling behavior only indirectly via gambling cognitions. Negative psychological states were significantly related to gambling cognitions as well as avoidance coping. In addition, significant gender differences were also found. The results provided confirmation for the validity of the pathways postulated in the cognitive behavioral theory of gambling behavior. It also highlighted the importance of gender differences in conceptualizing gambling behavior.

BRS current and related anomalies in two-dimensional gravity and string theories

International Nuclear Information System (INIS)

Fujikawa, Kazuo; Inagaki, Takeshi; Suzuki, Hiroshi.

1989-06-01

The BRS currents in two-dimensional gravity and supergravity theories, which are related to string theory, contain anomalous terms. The origin of these anomalies can be neatly understood in a carefully defined path integral. We present the detailed calculations of these BRS and related anomalies in the holomorphic or antiholomorphic sector separately in the conformal gauge. One-loop renormalization of the Liouville action becomes transparent in our formulation. We identify a BRS-invariant BRS current (and thus nil-potent charge) and a conformally invariant ghost number current by incorporating the dynamical Weyl freedom explicitly. The formal path integral construction of various composite operators is also checked by using the operator product technique. Implications of these BRS analyses on possible non-critical string theories at d<26 or d<10 are briefly discussed. (author)

Theory of mind and context processing in schizophrenia: the role of cognitive flexibility.

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Champagne-Lavau, Maud; Charest, Anick; Anselmo, Karyne; Rodriguez, Jean-Pierre; Blouin, Guy

2012-12-30

The present study sought to identify whether cognitive flexibility and context processing may impact theory of mind (ToM) ability in schizophrenia. Thirty two patients with schizophrenia and 29 matched healthy participants were tested individually on their ToM ability using a task involving attribution and comprehension of a speaker's ironic intent. This task made it possible to determine whether the degree of incongruity between contextual information and a target sentence has an impact on the attribution of ironic intent to the protagonists of a story. Participants were also assessed on their cognitive flexibility and working memory. The main results revealed that participants with schizophrenia correctly perceived contextual information cueing attribution of ironic intent to the protagonist of the stimulus, but they showed difficulty to correctly integrate this information, performing significantly worse than healthy participants when they attributed mental states. However, some participants with schizophrenia performed like healthy control participants on the ToM task while others did not. A lack of flexibility seems to differentiate the two schizophrenia subgroups thereby obtained, suggesting that cognitive flexibility has an impact on ToM performances in schizophrenia. These difficulties were not associated with clinical symptoms. Such results will have an impact on cognitive remediation. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Drama and Imagination: A Cognitive Theory of Drama's Effect on Narrative Comprehension and Narrative Production

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Mages, Wendy K.

2006-01-01

This article proposes a cognitive theory of how drama affects two aspects of language development: narrative comprehension and narrative production. It is a theoretical model that explicitly posits the role of the imagination in drama's potential to enhance the development of both narrative comprehension and narrative production. (Contains 2…

Effect of Cognitive-Behavioral-Theory-Based Skill Training on Academic Procrastination Behaviors of University Students

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Toker, Betül; Avci, Rasit

2015-01-01

This study examined the effectiveness of a cognitive-behavioral theory (CBT) psycho-educational group program on the academic procrastination behaviors of university students and the persistence of any training effect. This was a quasi-experimental research based on an experimental and control group pretest, posttest, and followup test model.…

Self-management programs based on the social cognitive theory for Koreans with chronic disease: a systematic review.

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Jang, Yeonsoo; Yoo, Hyera

2012-02-01

Self-management programs based on social cognitive theory are useful to improve health care outcomes for patients with chronic diseases in Western culture. The purpose of this review is to identify and synthesize published research on the theory to enhance self-efficacy in disease management and examine its applicability to Korean culture regarding the learning strategies used. Ultimately, it was to identify the optimal use of these learning strategies to improve the self-efficacy of Korean patients in self-management of their hypertension and diabetic mellitus. The authors searched the Korean and international research databases from January 2000 to September 2009. Twenty studies were selected and reviewed. The most frequently used learning strategies of social cognitive theory was skill mastery by practice and feedback (N = 13), followed by social or verbal persuasion by group members (N = 7) and, however, observation learning and reinterpretation of symptoms by debriefing or discussion were not used any of the studies. Eight studies used only one strategy to enhance self-efficacy and six used two. A lack of consistency regarding the content and clinical efficacy of the self-efficacy theory-based self-management programs is found among the reviewed studies on enhancing self-efficacy in Koreans with hypertension and diabetes mellitus. Further research on the effectiveness of these theory-based self-management programs for patients with chronic diseases in Korea and other countries is recommended.

The Problem State : A Cognitive Bottleneck in Multitasking

NARCIS (Netherlands)

Borst, Jelmer P.; Taatgen, Niels A.; van Rijn, Hedderik

The main challenge for theories of multitasking is to predict when and how tasks interfere. He re, we focus on interference related to the problem state. a directly accessible intermediate representation of the current state of a task. On the basis of Salvucci and Taatgen's (2008) threaded cognition

Technology as Teammate: Examining the Role of External Cognition in Support of Team Cognitive Processes.

Science.gov (United States)

Fiore, Stephen M; Wiltshire, Travis J

2016-01-01

In this paper we advance team theory by describing how cognition occurs across the distribution of members and the artifacts and technology that support their efforts. We draw from complementary theorizing coming out of cognitive engineering and cognitive science that views forms of cognition as external and extended and integrate this with theorizing on macrocognition in teams. Two frameworks are described that provide the groundwork for advancing theory and aid in the development of more precise measures for understanding team cognition via focus on artifacts and the technologies supporting their development and use. This includes distinctions between teamwork and taskwork and the notion of general and specific competencies from the organizational sciences along with the concepts of offloading and scaffolding from the cognitive sciences. This paper contributes to the team cognition literature along multiple lines. First, it aids theory development by synthesizing a broad set of perspectives on the varied forms of cognition emerging in complex collaborative contexts. Second, it supports research by providing diagnostic guidelines to study how artifacts are related to team cognition. Finally, it supports information systems designers by more precisely describing how to conceptualize team-supporting technology and artifacts. As such, it provides a means to more richly understand process and performance as it occurs within sociotechnical systems. Our overarching objective is to show how team cognition can both be more clearly conceptualized and more precisely measured by integrating theory from cognitive engineering and the cognitive and organizational sciences.

Second Language Theories and Their Influences on EFL in China

Science.gov (United States)

Wang, Xuesong

2009-01-01

This article begins by accounting the development of Second language theories. It describes major ESL theories ever since the 18th century to those currently adopted in ESL field. Then it proceeds to demonstrate their influences on EFL teaching in China, like nowadays an increasing awareness of non-cognitive factors in teaching foreign languages,…

The tractable cognition thesis.

Science.gov (United States)

Van Rooij, Iris

2008-09-01

The recognition that human minds/brains are finite systems with limited resources for computation has led some researchers to advance the Tractable Cognition thesis: Human cognitive capacities are constrained by computational tractability. This thesis, if true, serves cognitive psychology by constraining the space of computational-level theories of cognition. To utilize this constraint, a precise and workable definition of "computational tractability" is needed. Following computer science tradition, many cognitive scientists and psychologists define computational tractability as polynomial-time computability, leading to the P-Cognition thesis. This article explains how and why the P-Cognition thesis may be overly restrictive, risking the exclusion of veridical computational-level theories from scientific investigation. An argument is made to replace the P-Cognition thesis by the FPT-Cognition thesis as an alternative formalization of the Tractable Cognition thesis (here, FPT stands for fixed-parameter tractable). Possible objections to the Tractable Cognition thesis, and its proposed formalization, are discussed, and existing misconceptions are clarified. 2008 Cognitive Science Society, Inc.

Optimizing physicians' instruction of PACS through e-learning: cognitive load theory applied.

Science.gov (United States)

Devolder, P; Pynoo, B; Voet, T; Adang, L; Vercruysse, J; Duyck, P

2009-03-01

This article outlines the strategy used by our hospital to maximize the knowledge transfer to referring physicians on using a picture archiving and communication system (PACS). We developed an e-learning platform underpinned by the cognitive load theory (CLT) so that in depth knowledge of PACS' abilities becomes attainable regardless of the user's prior experience with computers. The application of the techniques proposed by CLT optimizes the learning of the new actions necessary to obtain and manipulate radiological images. The application of cognitive load reducing techniques is explained with several examples. We discuss the need to safeguard the physicians' main mental processes to keep the patient's interests in focus. A holistic adoption of CLT techniques both in teaching and in configuration of information systems could be adopted to attain this goal. An overview of the advantages of this instruction method is given both on the individual and organizational level.

Cognitive approaches to emotions.

Science.gov (United States)

Oatley, Keith; Johnson-Laird, P N

2014-03-01

Cognitive approaches offer clear links between how emotions are thought about in everyday life and how they are investigated psychologically. Cognitive researchers have focused on how emotions are caused when events or other people affect concerns and on how emotions influence processes such as reasoning, memory, and attention. Three representative cognitive theories of emotion continue to develop productively: the action-readiness theory, the core-affect theory, and the communicative theory. Some principles are common to them and divergences can be resolved by future research. Recent explanations have included how emotions structure social relationships, how they function in psychological illnesses, and how they are central to music and fiction. Copyright © 2013 Elsevier Ltd. All rights reserved.

Human cognition

International Nuclear Information System (INIS)

Norman, D.A.

1982-01-01

The study of human cognition encompasses the study of all mental phenomena, from the receipt and interpretation of sensory information to the final control of the motor system in the performance of action. The cognitive scientist examines all intermediary processes, including thought, decision making, and memory and including the effects of motivation, states of arousal and stress, the study of language, and the effects of social factors. The field therefore ranges over an enormous territory, covering all that is known or that should be known about human behavior. It is not possible to summarize the current state of knowledge about cognition with any great confidence that we know the correct answer about any aspect of the work. Nontheless, models provide good characterizations of certain aspects of the data and situations. Even if these models should prove to be incorrect, they do provide good approximate descriptions of people's behavior in some situations, and these approximations will still apply even when the underlying theories have changed. A quick description is provided of models within a number of areas of human cognition and skill and some general theoretical frameworks with which to view human cognition. The frameworks are qualitative descriptions that provide a way to view the development of more detailed, quantitative models and, most important, a way of thinking about human performance and skill

Maladaptive cognitive appraisals in children with high-functioning autism: associations with fear, anxiety and theory of mind.

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Sharma, Shilpi; Woolfson, Lisa M; Hunter, Simon C

2014-04-01

Despite the well-documented success of cognitive restructuring techniques in the treatment of anxiety disorders, there is still little clarity on which cognitions underpin fear and anxiety in children with high-functioning autism spectrum disorder. This study examined whether certain cognitive appraisals, known to be associated with fear and anxiety in typically developing groups, may help explain these emotions in children with high-functioning autism spectrum disorder. It also investigated relations between these cognitive appraisals and theory of mind. Appraisals, fear and anxiety were assessed using a vignette approach in 22 children with high-functioning autism spectrum disorders and 22 typically developing children. The two groups differed significantly on all four appraisal types. Anxiety was negatively correlated with future expectancy and positively with problem-focused coping potential in the high-functioning autism spectrum disorder group but was not correlated with appraisals in the typically developing group. The two appraisals associated with fear were emotion-focused coping potential (in the high-functioning autism spectrum disorder group only) and self-accountability (in the typically developing group only). Linear regression analysis found that appraisals of emotion-focused coping potential, problem-focused coping potential and future expectancy were significant predictors of theory-of-mind ability in the high-functioning autism spectrum disorders group. These findings indicate that specific, problematic patterns of appraisal may characterise children with high-functioning autism spectrum disorders.

Art-matrix theory and cognitive distance: Farago, Preziosi, and Gell on art and enchantment

Directory of Open Access Journals (Sweden)

Jakub Stejskal

2015-12-01

Full Text Available Theories that treat art objects primarily as agents embedded in a causal nexus of agent–patient relationships, as opposed to studying them as expressions or symbols encoding meanings, tend to identify art’s agency with its power to enchant recipients. I focus on two such approaches, the art-matrix theory of Claire Farago and Donald Preziosi and the art-nexus theory of Alfred Gell. Their authors stress the potential of art to make its enchanting power the topic of our experience with it, that is, to disenchant its own enchantment. This raises the following question: If artworks are to be understood as agents enchanting their recipients, how can they become forces of disenchantment? I argue that the shift in perspective from perceiving art objects as indices of agency within a matrix/nexus to approaching them as possible means of gaining cognitive distance is inadequately addressed by both theories; this is due to features inherent to their respective theoretical outlooks.

Mood As Cumulative Expectation Mismatch: A Test of Theory Based on Data from Non-verbal Cognitive Bias Tests

Directory of Open Access Journals (Sweden)

Camille M. C. Raoult

2017-12-01

Full Text Available Affective states are known to influence behavior and cognitive processes. To assess mood (moderately long-term affective states, the cognitive judgment bias test was developed and has been widely used in various animal species. However, little is known about how mood changes, how mood can be experimentally manipulated, and how mood then feeds back into cognitive judgment. A recent theory argues that mood reflects the cumulative impact of differences between obtained outcomes and expectations. Here expectations refer to an established context. Situations in which an established context fails to match an outcome are then perceived as mismatches of expectation and outcome. We take advantage of the large number of studies published on non-verbal cognitive bias tests in recent years (95 studies with a total of 162 independent tests to test whether cumulative mismatch could indeed have led to the observed mood changes. Based on a criteria list, we assessed whether mismatch had occurred with the experimental procedure used to induce mood (mood induction mismatch, or in the context of the non-verbal cognitive bias procedure (testing mismatch. For the mood induction mismatch, we scored the mismatch between the subjects’ potential expectations and the manipulations conducted for inducing mood whereas, for the testing mismatch, we scored mismatches that may have occurred during the actual testing. We then investigated whether these two types of mismatch can predict the actual outcome of the cognitive bias study. The present evaluation shows that mood induction mismatch cannot well predict the success of a cognitive bias test. On the other hand, testing mismatch can modulate or even inverse the expected outcome. We think, cognitive bias studies should more specifically aim at creating expectation mismatch while inducing mood states to test the cumulative mismatch theory more properly. Furthermore, testing mismatch should be avoided as much as possible

Matching Theory for Channel Allocation in Cognitive Radio Networks

Directory of Open Access Journals (Sweden)

L. Cao

2016-12-01

Full Text Available For a cognitive radio network (CRN in which a set of secondary users (SUs competes for a limited number of channels (spectrum resources belonging to primary users (PUs, the channel allocation is a challenge and dominates the throughput and congestion of the network. In this paper, the channel allocation problem is first formulated as the 0-1 integer programming optimization, with considering the overall utility both of primary system and secondary system. Inspired by matching theory, a many-to-one matching game is used to remodel the channel allocation problem, and the corresponding PU proposing deferred acceptance (PPDA algorithm is also proposed to yield a stable matching. We compare the performance and computation complexity between these two solutions. Numerical results demonstrate the efficiency and obtain the communication overhead of the proposed scheme.

Collectivism and coping: current theories, evidence, and measurements of collective coping.

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Kuo, Ben C H

2013-01-01

A burgeoning body of cultural coping research has begun to identify the prevalence and the functional importance of collective coping behaviors among culturally diverse populations in North America and internationally. These emerging findings are highly significant as they evidence culture's impacts on the stress-coping process via collectivistic values and orientation. They provide a critical counterpoint to the prevailing Western, individualistic stress and coping paradigm. However, current research and understanding about collective coping appear to be piecemeal and not well integrated. To address this issue, this review attempts to comprehensively survey, summarize, and evaluate existing research related to collective coping and its implications for coping research with culturally diverse populations from multiple domains. Specifically, this paper reviews relevant research and knowledge on collective coping in terms of: (a) operational definitions; (b) theories; (c) empirical evidence based on studies of specific cultural groups and broad cultural values/dimensions; (d) measurements; and (e) implications for future cultural coping research. Overall, collective coping behaviors are conceived as a product of the communal/relational norms and values of a cultural group across studies. They also encompass a wide array of stress responses ranging from value-driven to interpersonally based to culturally conditioned emotional/cognitive to religion- and spirituality-grounded coping strategies. In addition, this review highlights: (a) the relevance and the potential of cultural coping theories to guide future collective coping research; (b) growing evidence for the prominence of collective coping behaviors particularly among Asian nationals, Asian Americans/Canadians and African Americans/Canadians; (c) preference for collective coping behaviors as a function of collectivism and interdependent cultural value and orientation; and (d) six cultural coping scales. This

Experimental pain processing in individuals with cognitive impairment: current state of the science

DEFF Research Database (Denmark)

Defrin, R; Amanzio, Martina; de Tomasso, M

2015-01-01

Cognitive impairment (CI) can develop during the course of ageing and is a feature of many neurological and neurodegenerative diseases. Many individuals with CI have substantial, sustained and complex healthcare needs which frequently include pain. However, individuals with CI can have difficulty...... of neurological and neurodegenerative disorders in which CI is typically present. Overall, the existing data suggest that pain processing is altered in most individuals with CI compared to cognitively intact matched controls. The precise nature of these alterations varies with the type of CI (or associated...... to cognitively unimpaired individuals. Our current understanding of the neurobiological mechanisms underpinning these alterations is limited, but may be enhanced through the use of animal models of CI which also exhibit alterations in nociceptive responding. Further research employing additional behavioural...

Instabilities of collisionless current sheets: Theory and simulations

International Nuclear Information System (INIS)

Silin, I.; Buechner, J.; Zelenyi, L.

2002-01-01

The problem of Harris current sheet stability is investigated. A linear dispersion relation in the long-wavelength limit is derived for instabilities, propagating in the neutral plane at an arbitrary angle to the magnetic field but symmetric across the sheet. The role of electrostatic perturbations is especially investigated. It appears, that for the tearing-mode instability electrostatic effects are negligible. However, for obliquely propagating modes the modulation of the electrostatic potential φ is essential. In order to verify the theoretical results, the limiting cases of tearing and sausage instabilities are compared to the two-dimensional (2D) Vlasov code simulations. For tearing the agreement between theory and simulations is good for all mass ratios. For sausage-modes, the theory predicts fast stabilization for mass ratios m i /m e ≥10. This is not observed in simulations due to the diminishing of the wavelength for higher mass ratios, which leads beyond the limit of applicability of the theory developed here

Neural processing associated with cognitive and affective Theory of Mind in adolescents and adults.

Science.gov (United States)

Sebastian, Catherine L; Fontaine, Nathalie M G; Bird, Geoffrey; Blakemore, Sarah-Jayne; Brito, Stephane A De; McCrory, Eamon J P; Viding, Essi

2012-01-01

Theory of Mind (ToM) is the ability to attribute thoughts, intentions and beliefs to others. This involves component processes, including cognitive perspective taking (cognitive ToM) and understanding emotions (affective ToM). This study assessed the distinction and overlap of neural processes involved in these respective components, and also investigated their development between adolescence and adulthood. While data suggest that ToM develops between adolescence and adulthood, these populations have not been compared on cognitive and affective ToM domains. Using fMRI with 15 adolescent (aged 11-16 years) and 15 adult (aged 24-40 years) males, we assessed neural responses during cartoon vignettes requiring cognitive ToM, affective ToM or physical causality comprehension (control). An additional aim was to explore relationships between fMRI data and self-reported empathy. Both cognitive and affective ToM conditions were associated with neural responses in the classic ToM network across both groups, although only affective ToM recruited medial/ventromedial PFC (mPFC/vmPFC). Adolescents additionally activated vmPFC more than did adults during affective ToM. The specificity of the mPFC/vmPFC response during affective ToM supports evidence from lesion studies suggesting that vmPFC may integrate affective information during ToM. Furthermore, the differential neural response in vmPFC between adult and adolescent groups indicates developmental changes in affective ToM processing.

Theory of Mind Deficit versus Faulty Procedural Memory in Autism Spectrum Disorders

OpenAIRE

Romero-Munguía, Miguel Ángel

2013-01-01

Individuals with autism spectrum disorders (ASD) have impairments in social interaction, communicative capacity, and behavioral flexibility (core triad). Three major cognitive theories (theory of mind deficit, weak central coherence, and executive dysfunction) seem to explain many of these impairments. Currently, however, the empathizing-systemizing (a newer version of the theory of mind deficit account) and mnesic imbalance theories are the only ones that attempt to explain all these core tr...

Prospect theory on the brain? Toward a cognitive neuroscience of decision under risk.

Science.gov (United States)

Trepel, Christopher; Fox, Craig R; Poldrack, Russell A

2005-04-01

Most decisions must be made without advance knowledge of their consequences. Economists and psychologists have devoted much attention to modeling decisions made under conditions of risk in which options can be characterized by a known probability distribution over possible outcomes. The descriptive shortcomings of classical economic models motivated the development of prospect theory (D. Kahneman, A. Tversky, Prospect theory: An analysis of decision under risk. Econometrica, 4 (1979) 263-291; A. Tversky, D. Kahneman, Advances in prospect theory: Cumulative representation of uncertainty. Journal of Risk and Uncertainty, 5 (4) (1992) 297-323) the most successful behavioral model of decision under risk. In the prospect theory, subjective value is modeled by a value function that is concave for gains, convex for losses, and steeper for losses than for gains; the impact of probabilities are characterized by a weighting function that overweights low probabilities and underweights moderate to high probabilities. We outline the possible neural bases of the components of prospect theory, surveying evidence from human imaging, lesion, and neuropharmacology studies as well as animal neurophysiology studies. These results provide preliminary suggestions concerning the neural bases of prospect theory that include a broad set of brain regions and neuromodulatory systems. These data suggest that focused studies of decision making in the context of quantitative models may provide substantial leverage towards a fuller understanding of the cognitive neuroscience of decision making.

Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education

Science.gov (United States)

Paas, Fred; Ayres, Paul

2014-01-01

According to cognitive load theory (CLT), the limitations of working memory (WM) in the learning of new tasks together with its ability to cooperate with an unlimited long-term memory (LTM) for familiar tasks enable human beings to deal effectively with complex problems and acquire highly complex knowledge and skills. With regard to WM, CLT has…

Cognitive processes in anesthesiology decision making.

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Stiegler, Marjorie Podraza; Tung, Avery

2014-01-01

The quality and safety of health care are under increasing scrutiny. Recent studies suggest that medical errors, practice variability, and guideline noncompliance are common, and that cognitive error contributes significantly to delayed or incorrect diagnoses. These observations have increased interest in understanding decision-making psychology.Many nonrational (i.e., not purely based in statistics) cognitive factors influence medical decisions and may lead to error. The most well-studied include heuristics, preferences for certainty, overconfidence, affective (emotional) influences, memory distortions, bias, and social forces such as fairness or blame.Although the extent to which such cognitive processes play a role in anesthesia practice is unknown, anesthesia care frequently requires rapid, complex decisions that are most susceptible to decision errors. This review will examine current theories of human decision behavior, identify effects of nonrational cognitive processes on decision making, describe characteristic anesthesia decisions in this context, and suggest strategies to improve decision making.

Learning: from association to cognition.

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Shanks, David R

2010-01-01

Since the very earliest experimental investigations of learning, tension has existed between association-based and cognitive theories. Associationism accounts for the phenomena of both conditioning and "higher" forms of learning via concepts such as excitation, inhibition, and reinforcement, whereas cognitive theories assume that learning depends on hypothesis testing, cognitive models, and propositional reasoning. Cognitive theories have received considerable impetus in regard to both human and animal learning from recent research suggesting that the key illustration of cue selection in learning, blocking, often arises from inferential reasoning. At the same time, a dichotomous view that separates noncognitive, unconscious (implicit) learning from cognitive, conscious (explicit) learning has gained favor. This review selectively describes key findings from this research, evaluates evidence for and against associative and cognitive explanatory constructs, and critically examines both the dichotomous view of learning as well as the claim that learning can occur unconsciously.

Factors Associated with Anger among Male Adolescents in Western Iran: An Application of Social Cognitive Theory.

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Abedzadeh Zavareh, Moammad Sadegh; Niknami, Shamsaddin; Hidarnia, Ali Reza

2015-05-20

Anger can be defined a natural emotional response that is gradually formed to protect us in dealing with threats, damages, assaults, and failures; while hatred is a change of attitude which is built following the persistence of anger towards a subject or an individual. One of the main reasons of adolescents' reference to the counseling centers is their anger accompanied by violence. This study aims to determine the social cognitive factors associated with anger among a population of adolescents in the west of Iran based on the social cognitive theory. Samples were selected based on multi-stage cluster sampling. Method including the first and the second-grade male high school students from Ilam town (N=360). The Spielberger's anger questionnaire (STAXI 2) and a self-designed questionnaire based on Bandura's social cognitive theory were employed as the data collection instruments in the present study. Of the selected population, 200 students were the first-grade and 160 students were the second-grade students. 135 students were the first child of the family, 150 students were the second or the third birth, and 75 students were the fifth or above in their families. Descriptive tests and correlation analysis were used to conduct the statistical analysis. Although there was a significant and inverse relationship between all the components of the theory and anger, the strongest relationship was seen in self-efficacy (-0.585) and the weakest relationship was seen in modeling (-0.297). If was concluded that helping people to know their abilities and have a better personal judgment in this case, can influence their anger control. In addition, the process of stress management can effectively increase an individual's emotional coping.

Cognitive Management: Theory and Practice in the Organization

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Nikulina, I.E.; Khomenko, I.V.

2015-01-01

In the context of modern management cognitive management is considered as one of the innovative trends. Management activities in cognitive management are carried out through tools affecting human cognitive capabilities. The subject field of cognitive management is the process of managing organizational knowledge, which is possible in the information society and is most effective in a social environment.

Off-shell Noether current and conserved charge in Horndeski theory

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Jun-Jin Peng

2016-01-01

Full Text Available We derive the off-shell Noether current and potential in the context of Horndeski theory, which is the most general scalar–tensor theory with a Lagrangian containing derivatives up to second order while yielding at most to second-order equations of motion in four dimensions. Then the formulation of conserved charges is proposed on basis of the off-shell Noether potential and the surface term got from the variation of the Lagrangian. As an application, we calculate the conserved charges of black holes in a scalar–tensor theory with non-minimal coupling between derivatives of the scalar field and the Einstein tensor.

Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice

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Martin, Andrew J.; Dowson, Martin

2009-01-01

In this review, we scope the role of interpersonal relationships in students' academic motivation, engagement, and achievement. We argue that achievement motivation theory, current issues, and educational practice can be conceptualized in relational terms. Influential theorizing, including attribution theory, expectancy-value theory, goal theory,…

Rational conformal theories involving a U(1) current algebra

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Todorov, I.T.

1989-01-01

The problem of constructing and classifying rational conformal theories is illustrated on the example of extended chiral algebras involving a single U(1) current. The bulk of the paper is a self contained review (with some improvements) of recent work of R. Paunov and the author. (author)

High versus Low Theoretical Fidelity Pedometer Intervention Using Social-Cognitive Theory on Steps and Self-Efficacy

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Raedeke, Thomas D.; Dlugonski, Deirdre

2017-01-01

Purpose: This study was designed to compare a low versus high theoretical fidelity pedometer intervention applying social-cognitive theory on step counts and self-efficacy. Method: Fifty-six public university employees participated in a 10-week randomized controlled trial with 2 conditions that varied in theoretical fidelity. Participants in the…

Linking Affective Commitment, Career Self-Efficacy, and Outcome Expectations: A Test of Social Cognitive Career Theory

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Conklin, Amanda M.; Dahling, Jason J.; Garcia, Pablo A.

2013-01-01

The authors tested a model based on the satisfaction model of social cognitive career theory (SCCT) that links college students' affective commitment to their major (the emotional identification that students feel toward their area of study) with career decision self-efficacy (CDSE) and career outcome expectations. Results indicate that CDSE…

A Longitudinal Examination of Adolescent Career Planning and Exploration Using a Social Cognitive Career Theory Framework

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Rogers, Mary E.; Creed, Peter A.

2011-01-01

This study used social cognitive career theory (Lent, Brown, & Hackett, 1994), as a framework to investigate predictors of career choice actions, operationalised as career planning and career exploration. The model was tested cross-sectionally and longitudinally with 631 high school students enrolled in Grades 10-12. Students completed measures of…

Social phobia in developmental period: From theory to therapy

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Kolar Dušan

2005-01-01

Full Text Available The contemporary integrative theoretical and therapeutic concepts of social phobia in developmental period have been presented in the study. Besides current neurobiological theories, a very important hypothesis about behavioral inhibition has been represented as a predisposition of social phobia. The cognitive-behavioral theories of social phobia are dominant among psychological theories. The integrative concept of social phobia is the most realistic approach to this disorder and the bridge between biological and psychological theories. The interaction between biological and psychological etiological factors is represented through different therapeutical approaches to social phobia. Therapy of social phobia is integrative and involves different therapeutical modalities in different phases of therapy. In integrative psychotherapy, we use cognitive-behavioral therapy, dynamic oriented supportive psychotherapy, psychodynamic psychotherapy and phenomenological-existential psychotherapy. The cognitive-behavioral therapy yields the best results. The medicaments in use are the following: selective serotonin reuptake inhibitors, mono-amine oxidase inhibitors, high-potency benzodiazepines, new antiepileptic drugs and rarely (3-blockers. The combination of integrative psychotherapy and pharmacotherapy is the most optimal therapeutic approach to social phobia. This integrative and to patient adapted treatment will produce the best results in management of children's and adolescent's social phobia.

Exploring Human Cognition Using Large Image Databases.