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Sample records for une theorie cognitive

  1. Analyse cognitive d'une politique publique : justice ...

    African Journals Online (AJOL)

    Analyse cognitive d'une politique publique : justice environnementale et « marchés ruraux » de bois-énergie. ... energy sources to poor urban dwellers; and to reduce the poverty of rural households by promoting sustainable forest management including income generation through producing and marketing charcoal.

  2. De l’approche communicative à une approche cognitive

    Directory of Open Access Journals (Sweden)

    YING Xiaohua

    2016-11-01

    Full Text Available Avec l’apparition de l’approche communicative, la centration de l’enseignement/apprentissage des langues se déplace de l’objet-langue aux pratiques de l’objet-langue, ce qui marque un tournant épistémologique dans l’histoire de l’enseignement/apprentissage des langues. En tant que successeur de l’approche communicative, la perspective actionnelle souligne, de plus, une activité pédagogique guidée par la tâche, ce qui la dote d’une dimension cognitive plus saillante. Une approche cognitive qui se focalise sur la résolution de problèmes et qui tient compte au plus près du processus d’apprentissage de l’apprenant a vu ainsi le jour récemment et indique une nouvelle perspective aux méthodologies de l’enseignement des langues.

  3. Documentary and Cognitive Theory

    DEFF Research Database (Denmark)

    Bondebjerg, Ib

    2014-01-01

    This article deals with the benefits of using cognitive theory in documentary film studies. The article outlines general aspects of cognitive theory in humanities and social science, however the main focus is on the role of narrative, visual style and emotional dimensions of different types...

  4. Cognitive load theory

    NARCIS (Netherlands)

    Kirschner, Paul A.; Kirschner, Femke; Paas, Fred

    2010-01-01

    Kirschner, P. A., Kirschner, F. C., & Paas, F. (2009). Cognitive load theory. In E. M. Anderman & L. H. Anderman (Eds.). Psychology of classroom learning: An encyclopedia, Volume 1, a-j (pp. 205-209). Detroit, MI: Macmillan Reference.

  5. 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…

  6. Relevance theory: pragmatics and cognition.

    Science.gov (United States)

    Wearing, Catherine J

    2015-01-01

    Relevance Theory is a cognitively oriented theory of pragmatics, i.e., a theory of language use. It builds on the seminal work of H.P. Grice(1) to develop a pragmatic theory which is at once philosophically sensitive and empirically plausible (in both psychological and evolutionary terms). This entry reviews the central commitments and chief contributions of Relevance Theory, including its Gricean commitment to the centrality of intention-reading and inference in communication; the cognitively grounded notion of relevance which provides the mechanism for explaining pragmatic interpretation as an intention-driven, inferential process; and several key applications of the theory (lexical pragmatics, metaphor and irony, procedural meaning). Relevance Theory is an important contribution to our understanding of the pragmatics of communication. © 2014 John Wiley & Sons, Ltd.

  7. Les Machines pour le Big Data : Vers une Informatique Quantique et Cognitive.

    OpenAIRE

    Teboul , Bruno; Amri , Taoufik

    2014-01-01

    Cet article est une analyse prospective sur les mutations technologiques qui affecteront l’informatique et ses machines dans un avenir proche afin de répondre aux grands défis soulevés par notre société du tout digital. Nous pensons que ces mutations seront à la fois « quantique » et « cognitive ». Nous étayerons notre analyse en revenant sur ce qui fonde encore aujourd’hui nos ordinateurs, à savoir une architecture vieille de plus d’un demi-siècle, qui est responsable des espoirs déchus de l...

  8. Une approche pragmatique cognitive de l'interaction personne/système informatisé A Cognitive Pragmatic Approach of Human/Computer Interaction

    Directory of Open Access Journals (Sweden)

    Madeleine Saint-Pierre

    1998-06-01

    Full Text Available Dans cet article, nous proposons une approche inférentielle de l'interaction humain/ordinateur. C'est par la prise en compte de l'activité cognitive de l'utilisateur pendant son travail avec un système que nous voulons comprendre ce type d'interaction. Ceci mènera à une véritable évaluation des interfaces/utilisateurs et pourra servir de guide pour des interfaces en développement. Nos analyses décrivent le processus inférentiel impliqué dans le contexte dynamique d'exécution de tâche, grâce à une catégorisation de l'activité cognitive issue des verbalisations recueillies auprès d'utilisateurs qui " pensent à haute voix " en travaillant. Nous présentons des instruments méthodologiques mis au point dans notre recherche pour l'analyses et la catégorisation des protocoles. Les résultats sont interprétés dans le cadre de la théorie de la pertinence de Sperber et Wilson (1995 en termes d'effort cognitif dans le traitement des objets (linguistique, iconique, graphique... apparaissant à l'écran et d'effet cognitif de ces derniers. Cette approche est généralisable à tout autre contexte d'interaction humain/ordinateur comme, par exemple, le télé-apprentissage.This article proposes an inferential approach for the study of human/computer interaction. It is by taking into account the user's cognitive activity while working at a computer that we propose to understand this interaction. This approach leads to a real user/interface evaluation and, hopefully, will serve as guidelines for the design of new interfaces. Our analysis describe the inferential process involved in the dynamics of task performance. The cognitive activity of the user is grasped by the mean of a " thinking aloud " method through which the user is asked to verbalize while working at the computer. Tools developped by our research team for the categorization of the verbal protocols are presented. The results are interpreted within the relevance theory

  9. Qui sera le nouvel Einstein ? Vers une nouvelle theorie de la gravitation

    Science.gov (United States)

    Bonnet-Bidaud, J. M.

    1999-10-01

    Un debat de plus d'un siecle a resurgi ces toutes dernieres annees avec une vigueur nouvelle. L'enjeu ? Mettre fin, ni plus ni moins, a l'une des contradictions les plus inouies de la physique fondamentale, en reconciliant mecanique quantique et relativite generale. En effet, a l'heure ou la gravitation semble enfin sur le point de fusionner avec les trois autres forces de la nature. il est certain que la relativite d'Einstein doit etre bientot remplacer par une autre theorie... Reste quye tous les physiciens sont loin de s'accorder sur la marche a suivree. Gravitation quantique, relativite d'echelle, supersymetrie, les candidates ne manquent pas.

  10. Comparison of Attachment theory and Cognitive-Motivational Structure theory.

    Science.gov (United States)

    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.

  11. 50 Years of Cognitive Aging Theory.

    Science.gov (United States)

    Anderson, Nicole D; Craik, Fergus I M

    2017-01-01

    The objectives of this Introduction to the Journal of Gerontology: Psychological Sciences special issue on "50 Years of Cognitive Aging Theory" are to provide a brief overview of cognitive aging research prior to 1965 and to highlight significant developments in cognitive aging theory over the last 50 years. Historical and recent theories of cognitive aging were reviewed, with a particular focus on those not directly covered by the articles included in this special issue. Prior to 1965, cognitive aging research was predominantly descriptive, identifying what aspects of intellectual functioning are affected in older compared with younger adults. Since the mid-1960s, there has been an increasing interest in how and why specific components of cognitive domains are differentially affected in aging and a growing focus on cognitive aging neuroscience. Significant advances have taken place in our theoretical understanding of how and why certain components of cognitive functioning are or are not affected by aging. We also know much more now than we did 50 years ago about the underlying neural mechanisms of these changes. The next 50 years undoubtedly will bring new theories, as well as new tools (e.g., neuroimaging advances, neuromodulation, and technology), that will further our understanding of cognitive aging. © The Author 2016. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  12. Alternative probability theories for cognitive psychology.

    Science.gov (United States)

    Narens, Louis

    2014-01-01

    Various proposals for generalizing event spaces for probability functions have been put forth in the mathematical, scientific, and philosophic literatures. In cognitive psychology such generalizations are used for explaining puzzling results in decision theory and for modeling the influence of context effects. This commentary discusses proposals for generalizing probability theory to event spaces that are not necessarily boolean algebras. Two prominent examples are quantum probability theory, which is based on the set of closed subspaces of a Hilbert space, and topological probability theory, which is based on the set of open sets of a topology. Both have been applied to a variety of cognitive situations. This commentary focuses on how event space properties can influence probability concepts and impact cognitive modeling. Copyright © 2013 Cognitive Science Society, Inc.

  13. An information theory account of cognitive control.

    Science.gov (United States)

    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.

  14. An information theory account of cognitive control

    Directory of Open Access Journals (Sweden)

    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.

  15. 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.

  16. 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.

  17. Macroscopic Neural Theories of Cognition

    Science.gov (United States)

    2014-03-01

    studies of working memory in schizophrenia . Human Brain Mapping, 25(1), 60-69. Goertzel, B., Lian, R. T., Arel, I., de Garis, H., & Chen, S...organization of behavior; a neuropsychological theory. New York: Wiley. Heil, J. (2003). Mental causation. In S. P. Stich & T. A. Warfield (Eds.), The...531-536. Plaut, D. C. (1995). Double dissociation without modularity: Evidence from connectionist neuropsychology . Journal of Clinical and

  18. Reducing Bullying: Application of Social Cognitive Theory

    Science.gov (United States)

    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…

  19. 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.

  20. Cognitive load theory: implications of cognitive load theory on the design of learning

    NARCIS (Netherlands)

    Kirschner, P.A.

    2002-01-01

    Cognitive load theory (CLT) can provide guidelines to assist in the presentation of information in a manner that encourages learner activities that optimise intellectual performance. It is based on a cognitive architecture that consists of a limited working memory, with partly independent

  1. 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.

  2. 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…

  3. 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

  4. 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 ...

  5. [Contemporary cognitive theories about developmental dyscalculia].

    Science.gov (United States)

    Castro-Cañizares, D; Estévez-Pérez, N; Reigosa-Crespo, V

    To analyze the current theories describing the cognitive mechanisms underlying developmental dyscalculia. The four most researched hypotheses concerning the cognitive deficits related to developmental dyscalculia, as well as experimental evidences supporting or refusing them are presented. The first hypothesis states that developmental dyscalculia is consequence of domain general cognitive deficits. The second hypothesis suggests that it is due to a failure in the development of specialized brain systems dedicated to numerosity processing. The third hypothesis asserts the disorder is caused by a deficit in accessing quantity representation through numerical symbols. The last hypothesis states developmental dyscalculia appears as a consequence of impairments in a generalized magnitude system dedicated to the processing of continuous and discrete magnitudes. None of the hypotheses has been proven more plausible than the rest. Relevant issues rose by them need to be revisited and answered in the light of new experimental designs. In the last years the understanding of cognitive disorders involved in developmental dyscalculia has remarkably increased, but it is nonetheless insufficient. Additional research is required in order to achieve a comprehensive cognitive model of numerical processing development and its disorders. This will improve the diagnostic precision and the effectiveness of developmental dyscalculia intervention strategies.

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

    Science.gov (United States)

    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…

  7. Cognitive Theories and the Concept of Journalism

    Directory of Open Access Journals (Sweden)

    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.

  8. Binet : Précurseur d’une psychométrie cognitive qualitative

    OpenAIRE

    Rozencwajg, Paulette

    2013-01-01

    Introduction Binet est le créateur avec son collaborateur Simon du premier test d’intelligence : « On s’accorde à penser aujourd’hui que Binet et Simon ont sorti la psychométrie de l’intelligence de l’ornière où, accrochée qu’elle était à une approche élémentariste des conduites, elle se trouvait. En effet, la plupart des tests d’intelligence construits par la suite doivent quelque chose au Binet-Simon et c’est à partir de lui que la pratique des tests est devenue crédible et s’est développée...

  9. 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…

  10. 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,…

  11. Applications of Social Cognitive Theory to Gifted Education

    Science.gov (United States)

    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…

  12. 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

  13. Elements of a compatible optimization theory for coupled systems; Elements d'une theorie de l'optimisation compatible de systemes couples

    Energy Technology Data Exchange (ETDEWEB)

    Bonnemay, A [Commissariat a l' Energie Atomique, Saclay (France). Centre d' Etudes Nucleaires

    1969-07-01

    The first theory deals with the compatible optimization in coupled systems. A game theory for two players and with a non-zero sum is first developed. The conclusions are then extended to the case of a game with any finite number of players. After this essentially static study, the dynamic aspect of the problem is applied to the case of games which evolve. By applying PONTRYAGIN maximum principle it is possible to derive a compatible optimisation theorem which constitutes a necessary condition. (author) [French] La premiere these traite de l'optimalisation compatible des systemes couples. Une theorie du jeu a deux joueurs et a somme non nulle est d'abord developpee. Ses conclusions sont etendues ensuite au jeu a un nombre fini quelconque de joueurs. Apres cette etude essentiellement statique, l'aspect dynamique du probleme est introduit dans les jeux evolutifs. L'application du principe du maximum de PONTRYAGIN permet d'enoncer un theoreme d'optimalite compatible qui constitue une condition necessaire. (auteur)

  14. Elements of a compatible optimization theory for coupled systems; Elements d'une theorie de l'optimisation compatible de systemes couples

    Energy Technology Data Exchange (ETDEWEB)

    Bonnemay, A. [Commissariat a l' Energie Atomique, Saclay (France). Centre d' Etudes Nucleaires

    1969-07-01

    The first theory deals with the compatible optimization in coupled systems. A game theory for two players and with a non-zero sum is first developed. The conclusions are then extended to the case of a game with any finite number of players. After this essentially static study, the dynamic aspect of the problem is applied to the case of games which evolve. By applying PONTRYAGIN maximum principle it is possible to derive a compatible optimisation theorem which constitutes a necessary condition. (author) [French] La premiere these traite de l'optimalisation compatible des systemes couples. Une theorie du jeu a deux joueurs et a somme non nulle est d'abord developpee. Ses conclusions sont etendues ensuite au jeu a un nombre fini quelconque de joueurs. Apres cette etude essentiellement statique, l'aspect dynamique du probleme est introduit dans les jeux evolutifs. L'application du principe du maximum de PONTRYAGIN permet d'enoncer un theoreme d'optimalite compatible qui constitue une condition necessaire. (auteur)

  15. 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

  16. 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

  17. 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,

  18. Cognitive load theory: Practical implications and an important challenge

    Directory of Open Access Journals (Sweden)

    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.

  19. Constructivism, the so-called semantic learning theories, and situated cognition versus the psychological learning theories.

    Science.gov (United States)

    Aparicio, Juan José; Rodríguez Moneo, María

    2005-11-01

    In this paper, the perspective of situated cognition, which gave rise both to the pragmatic theories and the so-called semantic theories of learning and has probably become the most representative standpoint of constructivism, is examined. We consider the claim of situated cognition to provide alternative explanations of the learning phenomenon to those of psychology and, especially, to those of the symbolic perspective, currently predominant in cognitive psychology. The level of analysis of situated cognition (i.e., global interactive systems) is considered an inappropriate approach to the problem of learning. From our analysis, it is concluded that the pragmatic theories and the so-called semantic theories of learning which originated in situated cognition can hardly be considered alternatives to the psychological learning theories, and they are unlikely to add anything of interest to the learning theory or to contribute to the improvement of our knowledge about the learning phenomenon.

  20. Les structures ontologiques de l’éditorial socio-politique : une approche socio-cognitive

    Directory of Open Access Journals (Sweden)

    Dominika Topa-Bryniarska

    2015-06-01

    The aim of the present study is to analyze the conceptualization of ontological structures in a special type of journalistic writing represented by a socio-political editorial. According to the socio-cognitive approach (Goffman, Langacker, the author discusses the problem of discursive mechanisms related to the persuasive function of language and classification. Therefore, in basis of the gathered linguistic corpus, which constitutes of forty French editorials, treating about university and public service pension reforms, culled from the web pages of different journals and magazines (2007–2008, the author intends to describe the distribution of two semantic roles such as agent and patient (by means of the synthetic scheme presented in this paper in the context of the persuasiveness of media communication. The way of constructing the semantic roles of participants both influences and modifies the readers’ opinions and their perception of the world.

  1. 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 ...

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

    Science.gov (United States)

    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)

  3. Out of our minds: a review of sociocultural cognition theory

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  5. An experiment designed to verify the general theory of relativity; Une experience destinee a verifier la theorie de la relativite generalisee

    Energy Technology Data Exchange (ETDEWEB)

    Surdin, Maurice [Commissariat a l' energie atomique et aux energies alternatives - CEA (France)

    1960-07-01

    The project for an experiment which uses the effect of gravitation on Maser-type clocks placed on the ground at two different heights and which is designed to verify the general theory of relativity. Reprint of a paper published in Comptes rendus des seances de l'Academie des Sciences, t. 250, p. 299-301, sitting of 11 January 1960 [French] Projet d'une experience, utilisant l'effet de gravitation sur des horloges du type Maser placees sur la terre a deux altitudes differentes, et destinee a verifier la theorie de la relativite generalisee. Reproduction d'un article publie dans les Comptes rendus des seances de l'Academie des Sciences, t. 250, p. 299-301, seance du 11 janvier 1960.

  6. 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…

  7. 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

  8. 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 ...

  9. Cognitive Learning Theory Takes a Backseat

    DEFF Research Database (Denmark)

    Moesby-Jensen, Cecilie K.

    This paper describes the consequences of a cognitive management development program for middle managers in a public organization. The objective was to teach transformational leadership and teamwork but it occasioned a very limited improved articulation of transformational leadership and teamwork...

  10. 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...

  11. Rethinking the Boundaries of Cognitive Load Theory in Complex Learning

    Science.gov (United States)

    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…

  12. 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...

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

    Science.gov (United States)

    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.

  14. A Theory of Radioisotope Scanning Systems; Une Theorie des Systemes de Scintigraphoe au Moyen des Radioisotopes; Teoriya sistem radioizotopnogo skennirovaniya; Teoria de los Sistemas de Exploracion Radioisotopica

    Energy Technology Data Exchange (ETDEWEB)

    Beck, R. N. [Argonne Cancer Research Hospital, University of Chicago, Chicago, IL (United States)

    1964-10-15

    realized that the advantages of resolving power as a criterion of quality are largely illusory''. Borrowing from that field, the concept of ''sine wave response'' is introduced to define resolution of collimated scintillation detectors for d istributed sources. (author) [French] Le principal objet d'une theorie generale des systemes de scintigraphie est de predire et d'evaluer les performances de systemes hypothetiques concus a des fins bien determinees, par exemple pour la detectiondes tumeurs cerebrales. Une telle theorie devrait donner des responses quantitatives a des questions telles que la suivante: 'Pour la detection de tumeurs cerebrales d'une certaine dimension, profondeur, etc., faut-il utiliser un scintigraphe concu pour u'I ou pour {sup 203}Hg?' L'auteur cherche a coordonner les divers elements d'une telle theorie et a etablir des equations exprimant les rapports entre les parametres biologiques et physiques a considerer: dimension et profondeur de la tumeur, taux de fixation, sensibilite du collimateur, pouvoir de resolution, distance focale, surface du scintigramme, temps d'exploration, fiabilite, etc. L'element essentiel de cette theorie est un critere ou indice de qualite pouvant etre calcule pour n'importe quel systeme et utilise pour la comparaison de divers systemes. L'auteur discute des indices de qualite fondes sur la perception visuelle et la theorie de l'information et adopte un indice fonde sur la statistique. Cet indice est une fonction de la sensibilite et de la resolution du detecteur; l'une et l'autre sont etudiees de maniere detaillee. L'auteur analyse la reponse du collimateur pour des sources de radioactivite ponctuelles et pour des sources distribuees dans un plan ou dans l'espace. La reponse totale [E{sub t} = E(l+P+S)] d'un detecteur.collimate, dirige sur une source de grande surface, est la somme de trois composantes dues aux rayons gamma qui penetrent dans le collimateur: a)'geometriquement'ou de facon normale (E); b) a travers les

  15. 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.

  16. 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...

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

    Science.gov (United States)

    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.

  18. 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...

  19. 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...

  20. 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 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

  1. Elaboration d'une structure de collecte des matieres residuelles selon la Theorie Constructale

    Science.gov (United States)

    Al-Maalouf, George

    Currently, more than 80% of the waste management costs are attributed to the waste collection phase. In order to reduce these costs, one current solution resides in the implementation of waste transfer stations. In these stations, at least 3 collection vehicles transfer their load into a larger hauling truck. This cost reduction is based on the principle of economy of scale applied to the transportation sector. This solution improves the efficiency of the system; nevertheless, it does not optimize it. Recent studies show that the compactor trucks used in the collection phase generate significant economic losses mainly due to the frequent stops and the transportation to transfer stations often far from the collection area. This study suggests the restructuring of the waste collection process by dividing it into two phases: the collection phase, and the transportation to the transfer station phase. To achieve this, a deterministic theory called: "the Constructal Theory" (CT) is used. The results show that starting a certain density threshold, the application of the CT minimizes energy losses in the system. In fact, the collection is optimal if it is done using a combination of low capacity vehicle to collect door to door and transfer their charge into high-capacity trucks. These trucks will then transport their load to the transfer station. To minimize the costs of labor, this study proposes the use of Cybernetic Transport System (CTS) as an automated collection vehicle to collect small amounts of waste. Finally, the optimization method proposed is part of a decentralized approach to the collection and treatment of waste. This allows the implementation of multi-process waste treatment facilities on a territory scale. Keywords: Waste collection, Constructal Theory, Cybernetic Transportation Systems.

  2. Load theory behind the wheel; perceptual and cognitive load effects.

    Science.gov (United States)

    Murphy, Gillian; Greene, Ciara M

    2017-09-01

    Perceptual Load Theory has been proposed as a resolution to the longstanding early versus late selection debate in cognitive psychology. There is much evidence in support of Load Theory but very few applied studies, despite the potential for the model to shed light on everyday attention and distraction. Using a driving simulator, the effect of perceptual and cognitive load on drivers' visual search was assessed. The findings were largely in line with Load Theory, with reduced distractor processing under high perceptual load, but increased distractor processing under high cognitive load. The effect of load on driving behaviour was also analysed, with significant differences in driving behaviour under perceptual and cognitive load. In addition, the effect of perceptual load on drivers' levels of awareness was investigated. High perceptual load significantly increased inattentional blindness and deafness, for stimuli that were both relevant and irrelevant to driving. High perceptual load also increased RTs to hazards. The current study helps to advance Load Theory by illustrating its usefulness outside of traditional paradigms. There are also applied implications for driver safety and roadway design, as the current study suggests that perceptual and cognitive load are important factors in driver attention. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  3. Enhancing Cognitive Theory of Multimedia Leaning through 3D Animation

    Directory of Open Access Journals (Sweden)

    Zeeshan Bhatti

    2017-12-01

    Full Text Available Cognitive theory of Multimedia learning has been a widely used principle in education. However, with current technological advancements and usage, the teaching and learning trend of children’s have also changed with more dependability towards technology. This research work explores and implement the use of 3D Animation as tool for multimedia learning based on cognitive theory. This new dimension in cognitive learning, will foster the latest multimedia tools and application driven through 3D Animation, Virtual Reality and Augmented Reality. The three principles, that facilitate cognitive theory of multimedia learning using animation, addressed in this research are temporal contiguity principle (screening matching narration with animation simultaneously rather than successively, personalization principle (screening text or dialogs in casual form rather than formal style and finally the multimedia principle (screen animation and audio narration together instead of just narration. The result of this new model would yield a new technique of educating the young children through 3D animation and virtual reality. The adaptation of  cognitive theory through 3D animation as a source of multimedia learning with various key principles produces a reliable paradigm for educational enhancement.

  4. 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.

  5. Computational constraints in cognitive theories of forgetting.

    Science.gov (United States)

    Ecker, Ullrich K H; Lewandowsky, Stephan

    2012-01-01

    This article highlights some of the benefits of computational modeling for theorizing in cognition. We demonstrate how computational models have been used recently to argue that (1) forgetting in short-term memory is based on interference not decay, (2) forgetting in list-learning paradigms is more parsimoniously explained by a temporal distinctiveness account than by various forms of consolidation, and (3) intrusion asymmetries that appear when information is learned in different contexts can be explained by temporal context reinstatement rather than labilization and reconsolidation processes.

  6. Computational constraints in cognitive theories of forgetting

    Directory of Open Access Journals (Sweden)

    Ullrich eEcker

    2012-10-01

    Full Text Available This article highlights some of the benefits of computational modeling for theorizing in cognition. We demonstrate how computational models have been used recently to argue that (1 forgetting in short-term memory is based on interference not decay, (2 forgetting in list-learning paradigms is more parsimoniously explained by a temporal distinctiveness account than by various forms of consolidation, and (3 intrusion asymmetries that appear when information is learned in different contexts can be explained by temporal context reinstatement rather than labilization and reconsolidation processes.

  7. Competitive Argumentation in Computational Theories of Cognition.

    Science.gov (United States)

    1982-12-01

    elements of number competence are present much earlier than strict Piagetian theory would predict (Gelman & Gallistel , 1978). A successful style of...caused considerable attention to be focused on counting. Observations by Gelman and Gallistell (1978), and others. provided evidence that significant...certain principles of counting. These premises formalized and extended a particular decomposition of counting competence proposed by Gelman and Gallistel

  8. On activity theory in cognitive systems

    DEFF Research Database (Denmark)

    Abolfazlian, Ali Reza Kian

    Theory' (Virksomhedsteori). Virksomhedsteori er den dominante teori i den sovjetiske tradition af social psykologi. Virksomhedsteori startede med Vygotskys arbejde og fortsatte sin vækst under vejledningen af forskere som Leontiev og Luria. Med sit erkendelsesteoretiske program baseret på interaktion med...

  9. The Impact of Cognitive Load Theory on Learning Astronomy

    Science.gov (United States)

    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.

  10. 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...

  11. 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.

  12. Cognitive Hierarchy Theory and Two-Person Games

    Directory of Open Access Journals (Sweden)

    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.

  13. Does infant cognition research undermine sociological theory?

    DEFF Research Database (Denmark)

    Bjerre, Jørn

    2012-01-01

    This article discusses how the results of infant research challenge the assumptions of the classical sciences of social behaviour. According to A.J. Bergesen, the findings of infant research invalidate Durkheim's theory of mental categories, thus requiring a re-theorizing of sociology. This article...... argues that Bergesen's reading of Emile Durkheim is incorrect, and his review of the infant research in fact invalidates his argument. Reviewing the assumptions of sociology in the light of the findings of infant research, it is argued that the real challenge is to formulate a research strategy...

  14. 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.…

  15. Applying Cognitive Load Theory Principles to Library Instructional Guidance

    Science.gov (United States)

    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…

  16. Cognitive Load Theory--Sometimes Less Is More

    Science.gov (United States)

    Taylor, Cody

    2013-01-01

    The following paper represents review of the literature examining the current research related to cognitive load theory and more specifically the negative aspects of the redundant on-screen text. The authors describe working and long-term memory and how both factor into human learning through the facilitation of knowledge transfer. Limited working…

  17. Assessing Student Learning in Academic Advising Using Social Cognitive Theory

    Science.gov (United States)

    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…

  18. Cognitive Metaphor Theory and the Metaphysics of Immediacy

    Science.gov (United States)

    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…

  19. 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.

  20. 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.

  1. 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…

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

    Science.gov (United States)

    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…

  3. 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....

  4. Cognitive performance modeling based on general systems performance theory.

    Science.gov (United States)

    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).

  5. Neural computation and the computational theory of cognition.

    Science.gov (United States)

    Piccinini, Gualtiero; Bahar, Sonya

    2013-04-01

    We begin by distinguishing computationalism from a number of other theses that are sometimes conflated with it. We also distinguish between several important kinds of computation: computation in a generic sense, digital computation, and analog computation. Then, we defend a weak version of computationalism-neural processes are computations in the generic sense. After that, we reject on empirical grounds the common assimilation of neural computation to either analog or digital computation, concluding that neural computation is sui generis. Analog computation requires continuous signals; digital computation requires strings of digits. But current neuroscientific evidence indicates that typical neural signals, such as spike trains, are graded like continuous signals but are constituted by discrete functional elements (spikes); thus, typical neural signals are neither continuous signals nor strings of digits. It follows that neural computation is sui generis. Finally, we highlight three important consequences of a proper understanding of neural computation for the theory of cognition. First, understanding neural computation requires a specially designed mathematical theory (or theories) rather than the mathematical theories of analog or digital computation. Second, several popular views about neural computation turn out to be incorrect. Third, computational theories of cognition that rely on non-neural notions of computation ought to be replaced or reinterpreted in terms of neural computation. Copyright © 2012 Cognitive Science Society, Inc.

  6. 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 ...

  7. 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...

  8. An encounter between 4e cognition and attachment theory

    Science.gov (United States)

    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.

  9. 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

  10. 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

  11. Fuzzy-Trace Theory and Lifespan Cognitive Development.

    Science.gov (United States)

    Brainerd, C J; Reyna, Valerie F

    2015-12-01

    Fuzzy-trace theory (FTT) emphasizes the use of core theoretical principles, such as the verbatim-gist distinction, to predict new findings about cognitive development that are counterintuitive from the perspective of other theories or of common-sense. To the extent that such predictions are confirmed, the range of phenomena that are explained expands without increasing the complexity of the theory's assumptions. We examine research on recent examples of such predictions during four epochs of cognitive development: childhood, adolescence, young adulthood, and late adulthood. During the first two, the featured predictions are surprising developmental reversals in false memory (childhood) and in risky decision making (adolescence). During young adulthood, FTT predicts that a retrieval operation that figures centrally in dual-process theories of memory, recollection, is bivariate rather than univariate. During the late adulthood, FTT identifies a retrieval operation, reconstruction, that has been omitted from current theories of normal memory declines in aging and pathological declines in dementia. The theory predicts that reconstruction is a major factor in such declines and that it is able to forecast future dementia.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  14. 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...

  15. 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.

  16. Interpretation, Cognition: From Multivector Translation Theory To Efficient Practice

    Directory of Open Access Journals (Sweden)

    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.

  17. Social theory and the cognitive-emotional brain.

    Science.gov (United States)

    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.

  18. 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

  19. Intégrer les Tice à une approche cognitive de la grammaire du discours How to integrate ICT into a cognitive approach of a discourse grammar?

    Directory of Open Access Journals (Sweden)

    Muriel Barbazan

    2011-09-01

    Full Text Available Si l'on a pour objectif de favoriser un apprentissage de la grammaire évaluable à l'aune des performances communicatives réelles des apprenants, il est utile d'identifier préalablement un cadre de travail qui respecte les processus cognitifs de production et de compréhension. Dans ce cadre, cet article envisage la question de la reformulation des contenus grammaticaux pour cibler l'apprentissage guidé de la langue telle qu'elle est mise en œuvre dans le "discours". Pour ce faire, on illustrera l'intérêt d'une démarche descriptive associant les deux pistes suivantes : a intégrer à la description grammaticale des prototypes de situations d'interactions verbales en relation avec les significations données aux outils grammaticaux. Parallèlement, b mettre en relation les fonctions des outils grammaticaux avec des types de plans textuels tout en insistant sur leur rôle de marqueurs de la macrostructure (repérage des unités textuelles. L'objet de cet article sera ensuite d'explorer les possibilités qu'offrent les Tice pour un apprentissage guidé ciblant l'acquisition de routines grammaticales adaptées à la production / réception du discours en situation. L'accent sera mis sur les activités de compréhension et de réorganisation unifiée des connaissances et savoir-faire grammaticaux, tout en soulignant l'intérêt des Tice pour favoriser en FLE la mise en œuvre effective et interactive de la L2. À partir d'exemples d'activités ou de possibilités d'exploitation de divers outils, cette seconde partie servira ainsi d'illustration aux axes descriptifs et aux orientations didactiques préalablement définis.In the light of results from psycholinguistics and cognitive psychology concerning learning models and verbal production processes, this article follows up two objectives. Before exploring the potential development of grammatical activities in a digital learning environment, the first part will explore how we can conceive

  20. 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.

  1. 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.

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

    Science.gov (United States)

    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…

  3. 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.

  4. 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.

  5. 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.

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

    Science.gov (United States)

    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.

  7. 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

  8. 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)

  9. 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

  10. A computational theory of the hippocampal cognitive map.

    Science.gov (United States)

    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.

  11. 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…

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

    Science.gov (United States)

    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.

  13. 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...

  14. 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...

  15. 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.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  18. 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.

  19. 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.

  20. 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.

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

    NARCIS (Netherlands)

    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

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

    Science.gov (United States)

    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…

  3. Cognitive Management: Theory and Practice in the Organization

    OpenAIRE

    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.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  6. 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…

  7. 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…

  8. 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)

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

    Directory of Open Access Journals (Sweden)

    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.

  10. 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...

  11. Cognitive theory in anorexia nervosa and bulimia nervosa: progress, development and future directions.

    Science.gov (United States)

    Cooper, Myra J

    2005-06-01

    Important developments have taken place in cognitive theory of eating disorders (EDs) (and also in other disorders) since the review paper published by M.J. Cooper in 1997. The relevant empirical database has also expanded. Nevertheless, cognitive therapy for anorexia nervosa and bulimia nervosa, although helpful to many patients, leaves much to be desired. The current paper reviews the relevant empirical evidence collected, and the theoretical revisions that have been made to cognitive models of eating disorders, since 1997. The status and limitations of these developments are considered, including whether or not they meet the criteria for "good" theory. New theoretical developments relevant to cognitive explanations of eating disorders (second generation theories) are then presented, and the preliminary evidence that supports these is briefly reviewed. The lack of integration between cognitive theories of EDs and risk (vulnerability) factor research is noted, and a potential model that unites the two is noted. The implications of the review for future research and the development of cognitive theory in eating disorders are then discussed. These include the need for study of cognitive constructs not yet fully integrated (or indeed not yet applied clinically) into current theories and the need for cognitive theories of eating disorders to continue to evolve (as they have indeed done since 1997) in order to fully integrate such constructs. Treatment studies incorporating these new developments also urgently need to be undertaken.

  12. Theory of the separation of a gaseous mixture by diffusion through a porous wall (1962); Theorie de la separation d'un melange gazeux par diffusion a travers une paroi poreuse (1962)

    Energy Technology Data Exchange (ETDEWEB)

    Breton, J P [Commissariat a l' Energie Atomique, Saclay (France). Centre d' Etudes Nucleaires

    1962-06-15

    The present-day theories of separation by gaseous diffusion (Present and de BETHUNE, KYNCH, BOSANQUET) are all based on the same model in which the pores are cylindrical capillaries. In the theory presented here, we substitute for this model that of a disordered and isotropic bed of identical spheres, which describes more accurately most of the porous media. We take as our starting point DERIAGUINE and BAKANOV'S permeability theory, which expresses the flow of a simple gas in such a bed when the latter is of high porosity. We first generalise this theory in the case of medium and low porosities; then, we go on to a mixture of two gases, from which we deduce our separation theory. Finally we compare our results with those of Present and de BETHUNE. (author) [French] Les theories actuelles de la separation par diffusion gazeuse (PRESENT et de BETHUNE, KYNCH, BOSANQUET) reposent toutes sur le modele des pores capillaires cylindriques. Dans la theorie presentee ici, nous substituons a ce modele celui d'un empilement desordonne et isotropes de spheres identiques, qui decrit plus correctement la plupart des milieux poreux. Nous partons de la theorie de la permeabilite de DERIAGUINE et BAKANOV, qui exprime l'ecoulement d'un gaz simple dans un tel empilement dans le cas ou la porosite en est elevee. Nous generalisons d'abord cette theorie du cas des porosites moyennes ou faibles, puis, passant a un melange de deux gaz, nous en deduisons une theorie de la separation. Pour terminer, nous comparons nos resultats a ceux de PRESENT et de BETHUNE. (auteur)

  13. Vers une théorie décisionnelle de la traduction Toward a Decision-driven Translation Theory

    Directory of Open Access Journals (Sweden)

    Christine Durieux

    2009-05-01

    Full Text Available Until now, research on translation was within the framework of a formal theory paradigm. An extension of structuralism, linguistic theories of translation claim complete objectivity. In opposition to that hyperpositivism, interpretive theories open widely to constructivism. The translator acts as an intermediary in the communication chain and, to that end, activates an inference engine in order to build the meaning of the text to be translated. However, if the translating process may be defined as a sequence of decisions, decision-making is not the result of a purely rational reasoning relying on strict inference rules but the outcome of a mechanism ruled by bounded rationality. The decision-making process is governed by selective attention and controlled by emotions, hence situating the translating process between reason and emotion.

  14. Cognitive poetics and biocultural (configurations of life, cognition and language. Towards a theory of socially integrated science

    Directory of Open Access Journals (Sweden)

    Juani Guerra

    2013-07-01

    Full Text Available Based on the biocultural dynamics of Greek poiesis and autopoiesis as evolutionary processes of meaning evaluative (configuration, Cognitive Poetics proposes key methodological adjustments, mainly at the philological, ontological and cultural levels. The aim is to improve our understanding of cognitive and conceptual activity and the social foundations of individual language. From its new status as a fundamental metacognitive theory, it searches for a theory of socially integrated sciences from a new alliance as that discerned in current Cognitive Sciences: from Linguistics or Psychology, through Anthropology, Neurophilosophy or Literary Studies, to Neurobiology or Artificial Life Sciences. From a realist turn to a view of cognition as (social action, it provides new unforeseen accounts of the complex dynamics of human understanding processes studying and analyzing all form of texts as active data

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

    Science.gov (United States)

    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.

  16. 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…

  17. 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

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

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    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.

  20. 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.

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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)

  3. 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.

  4. 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.

  5. Theories of cognitive distortions in sexual offending: what the current research tells us.

    Science.gov (United States)

    O Ciardha, Caoilte; Ward, Tony

    2013-01-01

    Cognitive distortions in sex offenders are specific or general beliefs/attitudes that violate commonly accepted norms of rationality that have been shown to be associated with the onset and maintenance of sexual offending. In this article, we describe the major theories that have been formulated to explain the role of distorted cognition in initiating and maintaining sexual offending. We evaluate each theory in light of a set of theory appraisal criteria and the available empirical research. Finally, we conclude by drawing together the results of this theory evaluation process and highlight the major implications for treatment and future research.

  6. 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…

  7. 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…

  8. 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

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

    Science.gov (United States)

    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…

  10. 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

  11. 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…

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

    Science.gov (United States)

    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…

  13. 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

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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...

  19. 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...

  20. Nursing's ways of knowing and dual process theories of cognition.

    Science.gov (United States)

    Paley, John; Cheyne, Helen; Dalgleish, Len; Duncan, Edward A S; Niven, Catherine A

    2007-12-01

    This paper is a comparison of nursing's patterns of knowing with the systems identified by cognitive science, and evaluates claims about the equal-status relation between scientific and non-scientific knowledge. Ever since Carper's seminal paper in 1978, it has been taken for granted in the nursing literature that there are ways of knowing, or patterns of knowing, that are not scientific. This idea has recently been used to argue that the concept of evidence, typically associated with evidence-based practice, is inappropriately restricted because it is identified exclusively with scientific research. The paper reviews literature in psychology which appears to draw a comparable distinction between rule-based, analytical cognitive processes and other forms of cognitive processing which are unconscious, holistic and intuitive. There is a convincing parallel between the 'patterns of knowing' distinction in nursing and the 'cognitive processing' distinction in psychology. However, there is an important difference in the way the relation between different forms of knowing (or cognitive processing) is depicted. In nursing, it is argued that the different patterns of knowing have equal status and weight. In cognitive science, it is suggested that the rule-based, analytical form of cognition has a supervisory and corrective function with respect to the other forms. Scientific reasoning and evidence-based knowledge have epistemological priority over the other forms of nursing knowledge. The implications of this claim for healthcare practice are briefly indicated.

  1. 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)

  2. Dual-Process Theories and Cognitive Development: Advances and Challenges

    Science.gov (United States)

    Barrouillet, Pierre

    2011-01-01

    Dual-process theories have gained increasing importance in psychology. The contrast that they describe between an old intuitive and a new deliberative mind seems to make these theories especially suited to account for development. Accordingly, this special issue aims at presenting the latest applications of dual-process theories to cognitive…

  3. Projecting Grammatical Features in Nominals: Cognitive Processing Theory & Computational Implementation

    Science.gov (United States)

    2010-03-01

    underlying linguistic theory is an adaptation of X-Bar Theory ( Chomsky , 1970; Jackendoff, 1977) called Bi- Polar Theory (Ball, 2007a). In Bi-Polar...University Press. Chomsky , N. (1970). Remarks on Nominalization. In Jacobs & Rosembaum, (Eds.), Readings in English Transformational Grammar. Waltham, MA

  4. A study of cognitive loading in dual-coding theory.

    Science.gov (United States)

    Ishi, H; Yamauchi, H

    1994-08-01

    15 university students were engaged in a task of recalling sentences with and without figures. Analysis of the number recalled indicated that cognitive loading for sentences with figures was more effective than for recall of sentences without figures.

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

    African Journals Online (AJOL)

    2018-04-12

    Apr 12, 2018 ... mobile device to read online. ... This article aims to examine the application and relevance of some cognitive- ... adherence: Application and relevance in ..... haemoglobin level in persons with type 2 diabetes[PhD thesis].

  6. 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.

  7. 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...

  8. 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.

  9. 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…

  10. 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…

  11. 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

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

    Science.gov (United States)

    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…

  13. 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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  16. A Neural Theory of Visual Attention: Bridging Cognition and Neurophysiology

    Science.gov (United States)

    Bundesen, Claus; Habekost, Thomas; Kyllingsbaek, Soren

    2005-01-01

    A neural theory of visual attention (NTVA) is presented. NTVA is a neural interpretation of C. Bundesen's (1990) theory of visual attention (TVA). In NTVA, visual processing capacity is distributed across stimuli by dynamic remapping of receptive fields of cortical cells such that more processing resources (cells) are devoted to behaviorally…

  17. Out of Our Minds: A Review of Sociocultural Cognition Theory

    Science.gov (United States)

    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…

  18. Moral Contract Theory and Social Cognition : An Empirical Perspective

    NARCIS (Netherlands)

    Timmerman, Peter

    2014-01-01

    This interdisciplinary work draws on research from psychology and behavioral economics to evaluate the plausibility of moral contract theory. In a compelling manner with implications for moral theory more broadly, the author’s novel approach resolves a number of key contingencies in contractarianism

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

    Science.gov (United States)

    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.

  20. Avram Noam Chomsky and His Cognitive Development Theory

    Science.gov (United States)

    Costley, Kevin C.; Nelson, Jaime

    2013-01-01

    Avram Noam Chomsky is an American linguist, cognitive scientist, logician, historian, political critic and activist. Chomsky is an Institute Professor and Professor Emeritus in the Department of Linguistics and Philosophy at MIT where he has worked for over fifty years. Chomsky has been described as the father of modern linguistics and a major…

  1. Cognitive Radio for Smart Grid: Theory, Algorithms, and Security

    Directory of Open Access Journals (Sweden)

    Raghuram Ranganathan

    2011-01-01

    Full Text Available Recently, cognitive radio and smart grid are two areas which have received considerable research impetus. Cognitive radios are intelligent software defined radios (SDRs that efficiently utilize the unused regions of the spectrum, to achieve higher data rates. The smart grid is an automated electric power system that monitors and controls grid activities. In this paper, the novel concept of incorporating a cognitive radio network as the communications infrastructure for the smart grid is presented. A brief overview of the cognitive radio, IEEE 802.22 standard and smart grid, is provided. Experimental results obtained by using dimensionality reduction techniques such as principal component analysis (PCA, kernel PCA, and landmark maximum variance unfolding (LMVU on Wi-Fi signal measurements are presented in a spectrum sensing context. Furthermore, compressed sensing algorithms such as Bayesian compressed sensing and the compressed sensing Kalman filter is employed for recovering the sparse smart meter transmissions. From the power system point of view, a supervised learning method called support vector machine (SVM is used for the automated classification of power system disturbances. The impending problem of securing the smart grid is also addressed, in addition to the possibility of applying FPGA-based fuzzy logic intrusion detection for the smart grid.

  2. Cognitive Development and Adolescent Contraception: Integrating Theory and Practice.

    Science.gov (United States)

    Gruber, Enid; Chambers, Christopher V.

    1987-01-01

    Asserts that cognitive skills that develop during adolescence are crucial to successful contraceptive practice and that practitioners must understand special developmental setting in which adolescent sexual growth and experimentation occur in order to impact contraceptive use. Demonstrates how health and medical providers can work together to…

  3. Cognitive enhancement : toward the integration of theory and practice

    NARCIS (Netherlands)

    Steenbergen, L.

    2016-01-01

    Cognitive enhancement reflects the use of any (legitimate) means such as for example food supplements to reach one’s personal best, and has gained great interest over the past years. The increasing costs of the welfare offer one explanation, the second is that both Eastern and Western societies are

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

    Science.gov (United States)

    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.

  5. 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

  6. 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

  7. 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…

  8. On the integrated cognitive theory for information retrieval

    DEFF Research Database (Denmark)

    Ingwersen, Peter; Järvelin, Kalervo

    2008-01-01

    The paper demonstrates how the Laboratory Research Framework fits into the holistic Cognitive Framework for IR. It first discusses the Laboratory Framework with emphasis on its underlying assumptions and known limitations. This is followed by a view of interaction and relevance phenomena associat...... drawn from a collection, matching principles in a retrieval system, and the searcher's situation and task context. The paper ends with concluding points of summarization of issues encountered....

  9. On the Holistic Cognitive Theory for Information Retrieval

    DEFF Research Database (Denmark)

    Ingwersen, Peter; Järvelin, Kalervo

    2007-01-01

    The paper demonstrates how the Laboratory Research Framework fits into the holistic Cognitive Framework for IR. It first discusses the Laboratory Framework with emphasis on its underlying assumptions and known limitations. This is followed by a view of interaction and relevance phenomena associat...... drawn from a collection, matching principles in a retrieval system, and the searcher's situation and task context. The paper ends with concluding points of summarization of issues encountered....

  10. 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...

  11. 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...

  12. 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.

  13. 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

  14. 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.

  15. 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.

  16. 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.

  17. 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.

  18. 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.

  19. 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.

  20. 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.

  1. 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.

  2. A Cognitive Theory-Driven Orientation of Indonesian Math Lessons

    Directory of Open Access Journals (Sweden)

    Edyta Nowinska

    2014-07-01

    Full Text Available The main focus of the design research presented in this paper is on students’ mathematical thinking and skills and on their understanding of mathematical concepts and methods. The mathematical content this design research project starts with is the introduction of integers. For this content new learning environments have been developed, implemented and evaluated. The results indicate that the cognition-oriented means and methods used in our project have a positive influence on the quality of teaching and learning processes in the class and on students’ mathematical thinking and skills

  3. 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…

  4. COGNITIONS AND BEHAVIOR IN A HIERARCHY - MULDERS POWER THEORY REVISITED

    NARCIS (Netherlands)

    WILKE, HAM

    1992-01-01

    In this study, Mulder's power theory consisting of the power distance reduction tendency (PDR) of less powerful group members towards more powerful others, and the power distance enlargement tendency (PDE) of more powerful group members towards less powerful others, is investigated. In particular,

  5. 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.

  6. 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.

  7. 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).

  8. 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...

  9. 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.

  10. 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…

  11. 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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  14. 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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  18. 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…

  19. 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…

  20. 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)

  1. 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…

  2. A Longitudinal Examination of Adolescent Career Planning and Exploration Using a Social Cognitive Career Theory Framework

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  4. 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…

  5. 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…

  6. 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…

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

    Science.gov (United States)

    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…

  8. 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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.…

  11. 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…

  12. 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.…

  13. 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.

  14. 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

  15. 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…

  16. 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.

  17. 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.

  18. 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.

  19. 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.

  20. 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.

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

    Science.gov (United States)

    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.

  2. 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.

  3. 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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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).

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

    Science.gov (United States)

    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).

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

    Science.gov (United States)

    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.

  8. What Reader-Oriented Literary and Cognitive Theories Have to Give to Composing Theory.

    Science.gov (United States)

    Liebman-Kleine, JoAnne

    In developing an interactive model of composing, this paper discusses three groups of reader-oriented theories, each of which provides composing theorists with some research and theory to use in developing such a model. First the paper discusses the main principle of the literary reader-response theorists--that the meaning and value of texts do…

  9. 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.

  10. 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.

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

    Science.gov (United States)

    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.

  12. 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.

  13. 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.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  19. 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.

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

    Directory of Open Access Journals (Sweden)

    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.

  1. 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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  4. 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

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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.

  9. 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.

  10. Socio-Cultural Theories of Cognitive Development: Implications for Teaching Theory in the Visual Arts.

    Science.gov (United States)

    Fielding, Rob

    1989-01-01

    Explicates the socio-cultural developmental theories of Vygotsky and Feuerstein which advocate teacher mediated learning in order to stimulate and accelerate development. Implications for art education include the need for the teacher to become involved in the enculturation of the child into the thinking processes and conceptual organization of…

  11. Linking the Developmental and Degenerative Theories of Schizophrenia: Association Between Infant Development and Adult Cognitive Decline

    OpenAIRE

    Kobayashi, Hiroyuki; Isohanni, Matti; Jääskeläinen, Erika; Miettunen, Jouko; Veijola, Juha; Haapea, Marianne; Järvelin, Marjo-Riitta; Jones, Peter B.; Murray, Graham K.

    2014-01-01

    Neurodevelopmental and neurodegenerative theories may be viewed as incompatible accounts that compete to explain the pathogenesis of schizophrenia. However, it is possible that neurodevelopmental and neurodegenerative processes could both reflect common underlying causal mechanisms. We hypothesized that cognitive dysfunction would gradually deteriorate over time in schizophrenia and the degree of this deterioration in adulthood would be predicted by an infant measure of neurodevelopment. We a...

  12. 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...

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  16. 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.

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

    Directory of Open Access Journals (Sweden)

    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.

  18. Medical education and cognitive continuum theory: an alternative perspective on medical problem solving and clinical reasoning.

    Science.gov (United States)

    Custers, Eugène J F M

    2013-08-01

    Recently, human reasoning, problem solving, and decision making have been viewed as products of two separate systems: "System 1," the unconscious, intuitive, or nonanalytic system, and "System 2," the conscious, analytic, or reflective system. This view has penetrated the medical education literature, yet the idea of two independent dichotomous cognitive systems is not entirely without problems.This article outlines the difficulties of this "two-system view" and presents an alternative, developed by K.R. Hammond and colleagues, called cognitive continuum theory (CCT). CCT is featured by three key assumptions. First, human reasoning, problem solving, and decision making can be arranged on a cognitive continuum, with pure intuition at one end, pure analysis at the other, and a large middle ground called "quasirationality." Second, the nature and requirements of the cognitive task, as perceived by the person performing the task, determine to a large extent whether a task will be approached more intuitively or more analytically. Third, for optimal task performance, this approach needs to match the cognitive properties and requirements of the task. Finally, the author makes a case that CCT is better able than a two-system view to describe medical problem solving and clinical reasoning and that it provides clear clues for how to organize training in clinical reasoning.

  19. Cognitive appraisals and psychological distress following venous thromboembolic disease: an application of the theory of cognitive adaptation.

    Science.gov (United States)

    Moore, Tria; Norman, Paul; Harris, Peter R; Makris, Michael

    2006-11-01

    Venous thrombosis is a common and life-threatening disease that has received little attention in health psychology. The present study applied the theory of cognitive adaptation (TCA) to examine patients' reactions to venous thrombosis. Patients (N = 123) aged 16-84 recruited from anticoagulation units in the north of England completed measures of TCA constructs (meaning, mastery, self-esteem and optimism) and various outcome variables (anxiety, depression, thrombosis worries and quality of life) within 1 month of their thrombosis. The TCA explained large and significant amounts of variance in the outcome variables. In line with expectations, mastery, self-esteem and optimism were associated with positive adjustment. However, meaning was associated with elevated levels of distress. The results are discussed in relation to the search for meaning and the use of different control strategies in the early phases of adaptation to thrombosis.

  20. Social-cognitive predictors of vocational outcomes in transition youth with epilepsy: Application of social cognitive career theory.

    Science.gov (United States)

    Sung, Connie; Connor, Annemarie

    2017-08-01

    This study examined the utility of social-cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) as a framework to investigate career self-efficacy, outcome expectations, goals, and contextual supports and barriers as predictors of choice actions among transition-age individuals with epilepsy. Moreover, these SCCT constructs are offered as an operational definition of work participation in this population. Using a quantitative descriptive research design and hierarchical regression analysis (HRA), 90 transition-age individuals with epilepsy, age 18-25, were recruited from affiliates of the Epilepsy Foundation and invited to complete an online survey comprised of a series of self-report social-cognitive measures. The HRA findings indicated that self-efficacy, outcome expectations, and environmental supports were significant predictors of work participation in youth and young adults with epilepsy. The final model accounted for 58% of the variance in work participation, which is considered a large effect size. The research findings provide support for the use of the SCCT framework to identify predictors of work participation and to provide guidance for designing customized vocational rehabilitation services and career development interventions for individuals with epilepsy in the transition from adolescence to adulthood. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  1. 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.

  2. 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.

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

    Directory of Open Access Journals (Sweden)

    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

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.…

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

    Science.gov (United States)

    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…

  7. 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.

  8. 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.

  9. 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.

  10. 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.

  11. 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

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

    Directory of Open Access Journals (Sweden)

    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.

  13. 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.

  14. Cognitive, affective, and conative theory of mind (ToM) in children with traumatic brain injury.

    Science.gov (United States)

    Dennis, Maureen; Simic, Nevena; Bigler, Erin D; Abildskov, Tracy; Agostino, Alba; Taylor, H Gerry; Rubin, Kenneth; Vannatta, Kathryn; Gerhardt, Cynthia A; Stancin, Terry; Yeates, Keith Owen

    2013-07-01

    We studied three forms of dyadic communication involving theory of mind (ToM) in 82 children with traumatic brain injury (TBI) and 61 children with orthopedic injury (OI): Cognitive (concerned with false belief), Affective (concerned with expressing socially deceptive facial expressions), and Conative (concerned with influencing another's thoughts or feelings). We analyzed the pattern of brain lesions in the TBI group and conducted voxel-based morphometry for all participants in five large-scale functional brain networks, and related lesion and volumetric data to ToM outcomes. Children with TBI exhibited difficulty with Cognitive, Affective, and Conative ToM. The perturbation threshold for Cognitive ToM is higher than that for Affective and Conative ToM, in that Severe TBI disturbs Cognitive ToM but even Mild-Moderate TBI disrupt Affective and Conative ToM. Childhood TBI was associated with damage to all five large-scale brain networks. Lesions in the Mirror Neuron Empathy network predicted lower Conative ToM involving ironic criticism and empathic praise. Conative ToM was significantly and positively related to the package of Default Mode, Central Executive, and Mirror Neuron Empathy networks and, more specifically, to two hubs of the Default Mode Network, the posterior cingulate/retrosplenial cortex and the hippocampal formation, including entorhinal cortex and parahippocampal cortex. Copyright © 2012 Elsevier Ltd. All rights reserved.

  15. Bayesian models of cognition revisited: Setting optimality aside and letting data drive psychological theory.

    Science.gov (United States)

    Tauber, Sean; Navarro, Daniel J; Perfors, Amy; Steyvers, Mark

    2017-07-01

    Recent debates in the psychological literature have raised questions about the assumptions that underpin Bayesian models of cognition and what inferences they license about human cognition. In this paper we revisit this topic, arguing that there are 2 qualitatively different ways in which a Bayesian model could be constructed. The most common approach uses a Bayesian model as a normative standard upon which to license a claim about optimality. In the alternative approach, a descriptive Bayesian model need not correspond to any claim that the underlying cognition is optimal or rational, and is used solely as a tool for instantiating a substantive psychological theory. We present 3 case studies in which these 2 perspectives lead to different computational models and license different conclusions about human cognition. We demonstrate how the descriptive Bayesian approach can be used to answer different sorts of questions than the optimal approach, especially when combined with principled tools for model evaluation and model selection. More generally we argue for the importance of making a clear distinction between the 2 perspectives. Considerable confusion results when descriptive models and optimal models are conflated, and if Bayesians are to avoid contributing to this confusion it is important to avoid making normative claims when none are intended. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  18. 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.

  19. Using situated cognition theory in researching student experience of the workplace

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  2. 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.

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

    Science.gov (United States)

    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.

  4. 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.

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

    Science.gov (United States)

    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…

  6. 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...

  7. Physical Activity in Parents of Young African American Children: The Application of Social Cognitive Theory.

    Science.gov (United States)

    Webber-Ritchey, Kashica J; Taylor-Piliae, Ruth E; Loescher, Lois J

    2018-02-01

    Social cognitive theory (SCT) proposes that personal and environmental factors influence behavior bidirectionally. Research examining the personal and environmental factors of physical activity (PA) among African Americans (AAs) framed by SCT is scarce. The purpose of this article is to enhance knowledge of SCT as a foundation for health promotion and PA research, in general, and among AAs. Findings from a previous study provide exemplars for key factors and relationships in SCT. The SCT serves as a good framework for researchers studying health promotion and PA in generalamong AA parents.

  8. The Experimental Research on E-Learning Instructional Design Model Based on Cognitive Flexibility Theory

    Science.gov (United States)

    Cao, Xianzhong; Wang, Feng; Zheng, Zhongmei

    The paper reports an educational experiment on the e-Learning instructional design model based on Cognitive Flexibility Theory, the experiment were made to explore the feasibility and effectiveness of the model in promoting the learning quality in ill-structured domain. The study performed the experiment on two groups of students: one group learned through the system designed by the model and the other learned by the traditional method. The results of the experiment indicate that the e-Learning designed through the model is helpful to promote the intrinsic motivation, learning quality in ill-structured domains, ability to resolve ill-structured problem and creative thinking ability of the students.

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

    Science.gov (United States)

    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.

  10. 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.

  11. Motivation, working memory, and decision making: a cognitive-motivational theory of personality vulnerability to alcoholism.

    Science.gov (United States)

    Finn, Peter R

    2002-09-01

    This article presents a cognitive-motivational theory (CMT) of the mechanisms associated with three basic dimensions of personality vulnerability to alcoholism, impulsivity/novelty seeking, harm avoidance, and excitement seeking. CMT describes the interrelationships between activity in basic motivational systems and attentional, decision-making and working memory processes as the mechanisms associated with variation in each personality trait. Impulsivity/novelty seeking reflects activity in both appetitive and inhibitory motivational systems, greater attention to reward cues, and increased emotional reactivity to reward and frustration. Harm avoidance reflects individual differences in fearfulness and activity in specific inhibitory systems. Excitement seeking reflects the need to engage in appetitive behaviors in less predictable environments to experience positive affect. CMT also describes the impact of working memory and the specific motivational processes underlying each trait dimension on the dynamics of decision making from the perspective of decision field theory.

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

    Science.gov (United States)

    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.

  13. Generalized Net Model of the Cognitive and Neural Algorithm for Adaptive Resonance Theory 1

    Directory of Open Access Journals (Sweden)

    Todor Petkov

    2013-12-01

    Full Text Available The artificial neural networks are inspired by biological properties of human and animal brains. One of the neural networks type is called ART [4]. The abbreviation of ART stands for Adaptive Resonance Theory that has been invented by Stephen Grossberg in 1976 [5]. ART represents a family of Neural Networks. It is a cognitive and neural theory that describes how the brain autonomously learns to categorize, recognize and predict objects and events in the changing world. In this paper we introduce a GN model that represent ART1 Neural Network learning algorithm [1]. The purpose of this model is to explain when the input vector will be clustered or rejected among all nodes by the network. It can also be used for explanation and optimization of ART1 learning algorithm.

  14. Impaired affective and cognitive theory of mind and behavioural change in amyotrophic lateral sclerosis.

    Science.gov (United States)

    van der Hulst, Egberdina-Józefa; Bak, Thomas H; Abrahams, Sharon

    2015-11-01

    Executive and behavioural changes are well-recognised in classical amyotrophic lateral sclerosis (ALS), indicating a subclinical behavioural-variant frontotemporal dementia (bvFTD) in some patients. Social cognitive deficits in ALS have been recently described and an impairment was identified on a simple Theory of Mind (ToM) test, which assesses the judgement of the preference of another through direction of eye gaze. The present study further delineated this deficit, by distinguishing between Affective and Cognitive subcomponents, and determining the relationship to behavioural change, levels of empathy and self-awareness. The Cognitive-Affective Judgement of Preference Test was administered to 33 patients with ALS and 26 controls. Furthermore, a comprehensive neuropsychological battery and detailed behavioural assessment, with measures of empathy and awareness, were included. Patients with ALS showed a significant impairment in Affective ToM only when compared with healthy controls, with a deficit in 36% of patients; 12% showed an isolated Affective ToM deficit while 24% showed more generic ToM dysfunction. A Cognitive ToM deficit was found in 27% of patients, with 3% showing an isolated Cognitive ToM deficit. The patients with ALS showed reduced empathy (Fantasy scale) and increased behavioural dysfunction with high levels of apathy. In addition, patients with either an Affective and/or Cognitive ToM deficit exhibited poor self-awareness of their performance and abnormalities on verbal fluency, while those with an Affective ToM deficit also displayed higher levels of apathy and a naming deficit. Dysfunctional ToM is a prominent feature of the cognitive profile of ALS. This specific difficulty in identifying and distinguishing the feelings and thoughts of another from a self-perspective may underpin the social behavioural abnormalities present in some patients with ALS, manifest as apathy and loss of awareness. Published by the BMJ Publishing Group Limited. For

  15. 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.

  16. A conceptual model of social entrepreneurial intention based on the social cognitive career theory

    Directory of Open Access Journals (Sweden)

    Anh T.P. Tran

    2017-01-01

    Full Text Available Purpose - Entrepreneurial intention plays a major role in entrepreneurship academia and practice. However, little is known about the intentions of entrepreneurs in the social area of venture creation. This paper aims to formulate a well-organized model of social entrepreneurial intention. Design/methodology/approach - The paper draws on intention models in entrepreneurship literature in general and social entrepreneurship in particular to identify gaps. Based on these findings, a new conceptual model is formulated. Findings - There is no research to be found which uses the social cognitive career theory (SCCT to explain about an individual’s intention to become a social entrepreneur, although this theory is recently suggested as an inclusive framework for entrepreneurial intention (Doan Winkel et al., 2011. It is also supportive by the empirical research of Segal et al. (2002. Therefore, a conceptual model of entrepreneurial intention in the field of social entrepreneurship is formulated based on adapting and extending the SCCT. Originality/value - The paper contributes to the social entrepreneurship literature by providing new insights about social entrepreneurial intention. The result has important implications for theory and practice. In theory, it is the first model offering the SCCT as the background of formation for social entrepreneurial intention, with a distinct perspective of social entrepreneurship as a career. It raises a future direction for researchers to test this model. In practice, this framework provides a broad view of factors that could contribute to the success of the would-be a social entrepreneur.

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

    Directory of Open Access Journals (Sweden)

    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.

  18. 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.

  19. 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.

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

    Science.gov (United States)

    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…

  1. Which thoughts can kill a boxer? naive theories about cognitive and emotional antecedents of suicide.

    Science.gov (United States)

    Spörrle, Matthias; Försterling, Friedrich

    2007-12-01

    We investigated naive theories regarding the association among beliefs, emotions and behaviours to test Rational Emotive Behaviour Therapy's (REBT) assumption that rational cognitions and adaptive emotions lead to functional behaviours whereas irrational cognitions and maladaptive emotions trigger dysfunctional reactions. We applied an experimental between-subjects design. Participants read newspaper articles about the defeat of a boxer. In one condition, the authentic article informed participants that he committed suicide and in the other, a fictitious article about the same defeat described the athlete as successfully continuing his career. Different question formats were employed to assess participants' assumptions about the stimulus person's defeat-related cognitions and emotions: rating scales, sentence completion and free responses. Participants assumed significantly more irrational beliefs (e.g. I absolutely have to win) on the side of the boxer in the suicide scenario than in the non-suicide version. This finding was obtained by directive and non-directive assessment methods. Additionally, participants expected the suicidal stimulus person to be experiencing maladaptive emotions (e.g. depression, guilt) whereas a successful resumption of his career lead to expectations of adaptive affects (e.g. sadness, concern). Ratings of the functionality revealed that sadness, fear, annoyance and concern were expected to be more functional than depression, anxiety, rage and guilt. The results show that naive psychological theories about the antecedents of dysfunctional behaviour are in accordance with theoretical assumptions of REBT: Irrational beliefs are viewed to be connected with maladaptive emotions and to result in dysfunctional behaviour, and adaptive emotions are thought to be of higher functional value than their maladaptive counterparts. The use of different question formats and a between-subject design excluded that results are due to methodological

  2. 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

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

    Science.gov (United States)

    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 for 101 college students (53 female) aged between 19 and 32 years (M = 23.6; SD = 2.9) over 20 weeks using a magnetic card. In order to predict the pattern of participation TPB, SCT and PAMT were used. A latent class zero-inflated Poisson growth curve analysis identified two participation patterns: regular attenders and intermittent exercisers. SCT showed the highest predictive power followed by PAMT and TPB. Impeding aspects as life stress and barriers were the strongest predictors suggesting that overcoming barriers might be an important aspect for working out on a regular basis. Self-efficacy, perceived behavioral control, and social support could also significantly differentiate between the participation patterns.

  4. Aging of theory of mind: the influence of educational level and cognitive processing.

    Science.gov (United States)

    Li, Xiaoming; Wang, Kai; Wang, Fan; Tao, Qian; Xie, Yu; Cheng, Qi

    2013-01-01

    Previous studies of theory of mind (ToM) in old age have provided mixed results. We predicted that educational level and cognitive processing are two factors influencing the pattern of the aging of ToM. To test this hypothesis, a younger group who received higher education (mean age 20.46 years), an older group with an education level equal to that of the young group (mean age 76.29 years), and an older group with less education (mean age 73.52 years) were recruited. ToM tasks included the following tests: the second-order false-belief task, the faux-pas task, the eyes test, and tests of fundamental aspects of cognitive function that included two background tests (memory span and processing speed) and three subcomponents of executive function (inhibition, updating, and shifting). We found that the younger group and the older group with equally high education outperformed the older group with less education in false-belief and faux-pas tasks. However, there was no significant difference between the two former groups. The three groups of participants performed equivalently in the eyes test as well as in control tasks (false-belief control question, faux-pas control question, faux-pas control story, and Eyes Test control task). The younger group outperformed the other two groups in the cognitive processing tasks. Mediation analyses showed that difficulties in inhibition, memory span, and processing speed mediated the age differences in false-belief reasoning. Also, the variables of inhibition, updating, memory span, and processing speed mediated age-related variance in faux-pas. Discussion focused on the links between ToM aging, educational level, and cognitive processing. Supported by Chinese National Natural Science Foundation (number: 30870766) and Anhui Province Natural Science Foundation (number: 11040606M166).

  5. 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

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

  8. Interaction between physiological and cognitive determinants of emotions: experimental studies on Schachter's theory of emotions.

    Science.gov (United States)

    Erdmann, G; Janke, W

    1978-01-01

    This study investigated the interaction between physiological arousal and situation-derived cognitions in the determination of feeling states that is proposed in Schachter's theory of emotions. The degree of bodily arousal was varied by disguised oral administration of a placebo or the sympathicomimetic agent ephedrine. The situational circumstances were varied by instructions offering cues for (a) no emotions ('neutral' control), or the feeling states called (b) 'anger', (c) 'happiness', and (d) anxiety'. The subjects were 72 male students. The dependent variables were blood pressure, heart rate, a list of bodily symptoms, and an adjective check list. The results within the 'anger' and 'happiness' condition were in accordance with Schachter's theory: depending on the type of situation, ephedrine-induced arousal either decreased or increased positive descriptions of mood. The emotional effects of the 'anxiety' condition, however, were independent of the drug-induced arousal level. Contrary to Schachter's theory, anxiety reactions occured also in a state of low physiological arousal and did not increase with increasing arousal.

  9. Pour une pédagogie de la créativité en classe de langue : réflexion théorique et pratique sur la triade créativité, émotion, cognition

    Directory of Open Access Journals (Sweden)

    Isabelle Puozzo Capron

    2014-04-01

    Full Text Available Contrairement à Beaudot (1973 qui réduisait la pédagogie de la créativité à la pensée divergente et aux tests de créativité, cet article propose un sens plus large, plus complexe et qui s’insère dans l’approche multivariée de Lubart (2003. Deux types de tâches créatives peuvent être élaborées : avec ou sans l’objet. Cet article présente uniquement la première qui consiste à faire produire aux élèves des objets créatifs, en lien avec l’apprentissage de la langue, que les élèves socialisent en classe. La créativité a pour but d’amener l’élève à réfléchir sur comment insérer le contenu disciplinaire dans l’objet créatif et comment ensuite construire, de manière pertinente, la production. Ainsi cet article illustre quelques fondements possibles d’une pédagogie de la créativité et montre en quoi elle agit sur la dimension émotionnelle comme variable facilitatrice et non perturbatrice de l’apprentissage. Pour conclure, une enquête qualitative, menée dans un lycée professionnel hôtelier en Italie, sera illustrée. À l’issue de la séquence d’apprentissage sur le texte descriptif, les élèves devaient réaliser un objet créatif qui accompagne la description d’un hôtel ou restaurant de leur rêve. L’Hypothèse de départ était de canaliser les émotions parasites de l’apprentissage par l’évocation d’émotions facilitatrices et d’améliorer ainsi la performance orale. A pedagogy of creativity in language learning. Theoretical and practical reflection on the triad creativity, emotion, cognition Abstract: Contrary to Beaudot (1973 who reduced the pedagogy of creativity to divergent thought and to the tests of creativity, this article proposes a more complex sense that fits into a multivariate approach to creativity of Lubart (2003. Two types of creative tasks can be elaborated: with or without an object. This article presents only the former, which consists in making creative

  10. Overcoming barriers to exercise among parents: A social cognitive theory perspective

    Science.gov (United States)

    Mailey, Emily L.; Phillips, Siobhan M.; Dlugonski, Deirdre; Conroy, David E.

    2017-01-01

    Parents face numerous barriers to exercise and exhibit high levels of inactivity. Examining theory-based determinants of exercise among parents may inform interventions for this population. The purpose of this study was to test a social-cognitive model of parental exercise participation over a 12-month period. Mothers (n=226) and fathers (n=70) of children exercise, barriers self-efficacy, perceived barriers, and exercise planning at baseline and one year later. Panel analyses were used to test the hypothesized relationships. Barriers self-efficacy was related to exercise directly and indirectly through perceived barriers and prioritization/planning. Prioritization and planning also mediated the relationship between perceived barriers and exercise. These paths remained significant at 12 months. These results suggest efforts to increase exercise in parents should focus on improving confidence to overcome exercise barriers, reducing perceptions of barriers, and helping parents make specific plans for prioritizing and engaging in exercise. PMID:27108160

  11. Relations between episodic memory, suggestibility, theory of mind, and cognitive inhibition in the preschool child.

    Science.gov (United States)

    Melinder, Annika; Endestad, Tor; Magnussen, Svein

    2006-12-01

    The development of episodic memory, its relation to theory of mind (ToM), executive functions (e.g., cognitive inhibition), and to suggestibility was studied. Children (n= 115) between 3 and 6 years of age saw two versions of a video film and were tested for their memory of critical elements of the videos. Results indicated similar developmental trends for all memory measures, ToM, and inhibition, but ToM and inhibition were not associated with any memory measures. Correlations involving source memory was found in relation to specific questions, whereas inhibition and ToM were significantly correlated to resistance to suggestions. A regression analysis showed that age was the main contributor to resistance to suggestions, to correct source monitoring, and to correct responses to specific questions. Inhibition was also a significant main predictor of resistance to suggestive questions, whereas the relative contribution of ToM was wiped out when an extended model was tested.

  12. The application of game theory and cognitive economy to analyze the problem of undesired location

    International Nuclear Information System (INIS)

    Villani, S.

    2008-01-01

    The analysts of the processes of public bodies decision - taking have long been discussing on the establishment of proper strategies to manage environmental conflicts - above all the so-called problems of undesired location of public works and facilities - efficiently (i.e. on a short-period basis so as to grant decision and agreement stability) and fairly (the parties' satisfaction is itself a further guarantee of decision and agreement stability). Each strategy, anyway, is still in progress, like a universe to create and explore. Therefore, in this paper, we will focus on the analysis of the problem and provide as well some theoretical proposals to arrange a new interpreting model of public bodies decision-taking processes based on the achievements of two new subject-matters: evolutionary game theory and cognitive economy. Both sciences share their investigation field with law and economic science. [it

  13. The Social Cognitive Theory of Personality in the Context of Personal Marketing

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    Zvjezdana Penava Brekalo

    2010-07-01

    Full Text Available The starting point of personal marketing is an individual, i.e. a person. Personal marketing, in the sense of the narrowest level of marketing, has a markedly interdisciplinary character, because it relies on the knowledge of psychology - the science of psychological characteristics of a person. Psychological factors of personal marketing, like personality, behaviour, emotions, temperament, character and intelligence are numerous, but in this paper some of the psychological categories relevant for the implementation of personal marketing are singled out and described. These are primarily the self, personal image, needs, desires, motives, motivation, attitudes and behaviour seen from the viewpoint of social cognitive theory of personality in the context of personal marketing.

  14. Mindstorms robots and the application of cognitive load theory in introductory programming

    Science.gov (United States)

    Mason, Raina; Cooper, Graham

    2013-12-01

    This paper reports on a series of introductory programming workshops, initially targeting female high school students, which utilised Lego Mindstorms robots. Cognitive load theory (CLT) was applied to the instructional design of the workshops, and a controlled experiment was also conducted investigating aspects of the interface. Results indicated that a truncated interface led to better learning by novice programmers as measured by test performance by participants, as well as enhanced shifts in self-efficacy and lowered perception of difficulty. There was also a transfer effect to another programming environment (Alice). It is argued that the results indicate that for novice programmers, the mere presence on-screen of additional (redundant) entities acts as a form of tacit distraction, thus impeding learning. The utility of CLT to analyse, design and deliver aspects of computer programming environments and instructional materials is discussed.

  15. Overcoming barriers to exercise among parents: a social cognitive theory perspective.

    Science.gov (United States)

    Mailey, Emily L; Phillips, Siobhan M; Dlugonski, Deirdre; Conroy, David E

    2016-08-01

    Parents face numerous barriers to exercise and exhibit high levels of inactivity. Examining theory-based determinants of exercise among parents may inform interventions for this population. The purpose of this study was to test a social-cognitive model of parental exercise participation over a 12-month period. Mothers (n = 226) and fathers (n = 70) of children self-efficacy, perceived barriers, and exercise planning at baseline and 1 year later. Panel analyses were used to test the hypothesized relationships. Barriers self-efficacy was related to exercise directly and indirectly through perceived barriers and prioritization/planning. Prioritization and planning also mediated the relationship between perceived barriers and exercise. These paths remained significant at 12 months. These results suggest efforts to increase exercise in parents should focus on improving confidence to overcome exercise barriers, reducing perceptions of barriers, and helping parents make specific plans for prioritizing and engaging in exercise.

  16. Posters that foster cognition in the classroom: Multimedia theory applied to educational posters

    Science.gov (United States)

    Hubenthal, M.; O'Brien, T.; Taber, J.

    2011-12-01

    Despite a decline in popularity within U.S. society, posters continue to hold a prominent place within middle and high school science classrooms. Teachers' demand for posters is largely satisfied by governmental and non-profit science organizations' education and public outreach (EPO) efforts. Here, posters are produced and disseminated as both tangible products resulting from the organization's research, and instruments to communicate scientific content to teachers and students. This study investigates the taken-for-granted good of posters through a survey/interview of science teachers who received sample posters at professional development workshops. The design of sample EPO posters were also examined for their implied, underlying assumptions about learning and their alignment to the setting of the classroom, which is unique for the genera of posters. Based on this analysis we found that rates of poster use were as low as 43% and that many EPO posters fail to achieve their potential as an instructional instrument. As a result, many EPO posters are relegated to merely a collection of pretty pictures on the wall. Leveraging existing research in both cognition and the cognitive theory of Multimedia learning, we propose a design framework for educational posters that is likely to activate students' attention, catalyze cognitive processing, provide a framework to guide students' construction of knowledge, and connect to extended learning through live or web-based exploration of phenomenon. While work to examine the implications of this framework is still on-going, we present a prototype poster and supporting website developed using the framework as a guide, as well as results from focus group discussions with classroom practitioners regarding the prototype poster and its potential in the classroom.

  17. 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.

  18. Cognitive adaptation theory and quality of life in late-stage cancer patients.

    Science.gov (United States)

    Christianson, Heidi Fowell; Weis, Jo M; Fouad, Nadya A

    2013-01-01

    In this study, the question of whether using slightly illusionary, positive attributions of self, control, and meaning (e.g., cognitive adaptation theory), in the face of disconfirmatory evidence, facilitates quality of life in late-stage cancer patients was examined. Eighty late-stage cancer patients (Mean age = 59.7, SD = 12.5; 48.8% male, 51.2% female; varying cancer diagnoses) who recently failed or refused first line anti-neoplastic treatment completed questionnaires assessing meaning, control, self-esteem, and optimism, as well as physical and psychological quality of life. Findings suggest that greater self-esteem, control, and meaning predicted physical and psychological quality of life, with physical quality of life being influenced by control beliefs and psychological quality of life influenced by self-esteem. Optimism independently predicted physical quality of life and neither mediated nor moderated the relationship between cognitive adaptation and quality of life. Findings suggest that slightly positive, illusionary beliefs of self, control, and meaning predicted quality of life even in the presence of clear, disconfirmatory environmental evidence.

  19. A Case Study: Dual-Process Theories of Higher Cognition-Commentary on Evans & Stanovich (2013).

    Science.gov (United States)

    Osman, Magda

    2013-05-01

    Dual-process theories of higher order cognition (DPTs) have been enjoying much success, particularly since Kahneman's 2002 Nobel prize address and recent book Thinking, Fast and Slow (2009). Historically, DPTs have attempted to provide a conceptual framework that helps classify and predict differences in patterns of behavior found under some circumstances and not others in a host of reasoning, judgment, and decision-making tasks. As evidence has changed and techniques for examining behavior have moved on, so too have DPTs. Killing two birds with one stone, Evans and Stanovich (2013, this issue) respond to five main criticisms of DPTs. Along with addressing each criticism in turn, they set out to clarify the essential defining characteristics that distinguish one form of higher order cognition from the other. The aim of this commentary is to consider the defining characteristics of Type 1 and Type 2 processing that have been proposed and to suggest that the evidence can be taken to support quantitative differences rather than qualitatively distinct processes. © The Author(s) 2013.

  20. Sources of Cognitive Inflexibility in Set-Shifting Tasks: Insights Into Developmental Theories From Adult Data.

    Science.gov (United States)

    Dick, Anthony Steven

    2012-01-01

    Two experiments examined processes underlying cognitive inflexibility in set-shifting tasks typically used to assess the development of executive function in children. Adult participants performed a Flexible Item Selection Task (FIST) that requires shifting from categorizing by one dimension (e.g., color) to categorizing by a second orthogonal dimension (e.g., shape). The experiments showed performance of the FIST involves suppression of the representation of the ignored dimension; response times for selecting a target object in an immediately-following oddity task were slower when the oddity target was the previously-ignored stimulus of the FIST. However, proactive interference from the previously relevant stimulus dimension also impaired responding. The results are discussed with respect to two prominent theories of the source of difficulty for children and adults on dimensional shifting tasks: attentional inertia and negative priming . In contrast to prior work emphasizing one over the other process, the findings indicate that difficulty in the FIST, and by extension other set-shifting tasks, can be attributed to both the need to shift away from the previously attended representation ( attentional inertia ), and the need to shift to the previously ignored representation ( negative priming ). Results are discussed in relation to theoretical explanations for cognitive inflexibility in adults and children.

  1. 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.

  2. 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.

  3. Development of a Food Safety and Nutrition Education Program for Adolescents by Applying Social Cognitive Theory.

    Science.gov (United States)

    Lee, Jounghee; Jeong, Soyeon; Ko, Gyeongah; Park, Hyunshin; Ko, Youngsook

    2016-08-01

    The purpose of this study was to develop an educational model regarding food safety and nutrition. In particular, we aimed to develop educational materials, such as middle- and high-school textbooks, a teacher's guidebook, and school posters, by applying social cognitive theory. To develop a food safety and nutrition education program, we took into account diverse factors influencing an individual's behavior, such as personal, behavioral, and environmental factors, based on social cognitive theory. We also conducted a pilot study of the educational materials targeting middle-school students (n = 26), high-school students (n = 24), and dietitians (n = 13) regarding comprehension level, content, design, and quality by employing the 5-point Likert scale in May 2016. The food safety and nutrition education program covered six themes: (1) caffeine; (2) food additives; (3) foodborne illness; (4) nutrition and meal planning; (5) obesity and eating disorders; and (6) nutrition labeling. Each class activity was created to improve self-efficacy by setting one's own goal and to increase self-control by monitoring one's dietary intake. We also considered environmental factors by creating school posters and leaflets to educate teachers and parents. The overall evaluation score for the textbook was 4.0 points among middle- and high-school students, and 4.5 points among dietitians. This study provides a useful program model that could serve as a guide to develop educational materials for nutrition-related subjects in the curriculum. This program model was created to increase awareness of nutrition problems and self-efficacy. This program also helped to improve nutrition management skills and to promote a healthy eating environment in middle- and high-school students.

  4. Theory of a metrology for the earths magnetic field based on the resonance of polarised atomic nuclei (1962); Theorie d'une metrologie du champ magnetique terrestre basee sur la resonance de noyaux atomiques polarises (1962)

    Energy Technology Data Exchange (ETDEWEB)

    Bonnet, G [Commissariat a l' Energie Atomique, Grenoble (France). Centre d' Etudes Nucleaires

    1961-06-15

    The problems presented by the metrology of the earths field are studied from two points of view. a. The first, purely physical, concerns the study of NMR transducers in their role for the transformation of the magnetic field into a frequency. The possibilities and limitations are outlined. The use of an equivalent model is introduced systematically in the considerations of NMR phenomena, this makes it possible to treat all problems of interaction between a spin system and an electric detection system in a unified form. b. The other point of view concerns the restitution of the nuclear signal frequency in the form of a directly perceptible observable. The treatment of information is considered from a statistical angle, which leads to the study of an optimisation process concerning the linearization of the measurement as well as the minimisation of noise effects. (author) [French] Les problemes que pose la metrologie du champ terrestre sont etudies sous un double aspect: a. L'un, purement physique, concerne l'etude des traducteurs a RMN dans leur role de transformation du champ magnetique en une frequence. On en degage les possibilites et les limitations. L'emploi d'un modele equivalent est introduit de maniere systematique pour rendre compte des phenomenes de RMN, ce qui permet de traiter sous forme unifiee tous les problemes d'interaction entre un systeme de spins et un systeme electrique de detection. b. L'autre aspect concerne la restitution de la frequence du signal nucleaire sous la forme d'une observable directement perceptible. On considere le traitement de l'information sous l'aspect statistique, ce qui amene a etudier un processus d'optimisation concernant la linearisation de la mesure aussi bien que la minimisation des effets des bruits. (auteur)

  5. Unpacking the Complexity of Patient Handoffs Through the Lens of Cognitive Load Theory.

    Science.gov (United States)

    Young, John Q; Ten Cate, Olle; O'Sullivan, Patricia S; Irby, David M

    2016-01-01

    The transfer of a patient from one clinician to another is a high-risk event. Errors are common and lead to patient harm. More effective methods for learning how to give and receive sign-out is an important public health priority. Performing a handoff is a complex task. Trainees must simultaneously apply and integrate clinical, communication, and systems skills into one time-limited and highly constrained activity. The task demands can easily exceed the information-processing capacity of the trainee, resulting in impaired learning and performance. Appreciating the limits of working memory can help identify the challenges that instructional techniques and research must then address. Cognitive load theory (CLT) identifies three types of load that impact working memory: intrinsic (task-essential), extraneous (not essential to task), and germane (learning related). The authors generated a list of factors that affect a trainee's learning and performance of a handoff based on CLT. The list was revised based on feedback from experts in medical education and in handoffs. By consensus, the authors associated each factor with the type of cognitive load it primarily effects. The authors used this analysis to build a conceptual model of handoffs through the lens of CLT. The resulting conceptual model unpacks the complexity of handoffs and identifies testable hypotheses for educational research and instructional design. The model identifies features of a handoff that drive extraneous, intrinsic, and germane load for both the sender and the receiver. The model highlights the importance of reducing extraneous load, matching intrinsic load to the developmental stage of the learner and optimizing germane load. Specific CLT-informed instructional techniques for handoffs are explored. Intrinsic and germane load are especially important to address and include factors such as knowledge of the learner, number of patients, time constraints, clinical uncertainties, overall patient

  6. 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

  7. Une nouvelle procédure d’expérimentation comportementale à l’interface entre les approches « Naturalistes » et « Généralistes » de la cognition du primate A new behavioral test procedure at the interface between “Naturalist” and “Generalist” approaches of primate cognition

    Directory of Open Access Journals (Sweden)

    Joël Fagot

    2011-02-01

    Full Text Available Le domaine d’étude de la cognition du primate est caractérisé par deux approches distinctes. L’approche Naturaliste consiste à s’intéresser aux comportements naturels, et à tenter de comprendre les facteurs et pressions sélectives qui ont permis l’émergence de ces fonctions au cours de la phylogenèse. L’approche Généraliste postule qu’il existe des traits cognitifs communs entre l’humain et l’animal, et cherche à identifier ces traits dans une recherche de laboratoire. Dans cet article, je présente une nouvelle méthode de recherche favorable à un interfaçage entre ces deux approches. La démarche consiste à installer un laboratoire en périphérie des enclos d’élevage, et à permettre aux sujets d’interagir librement avec les stations expérimentales, alors qu’ils sont maintenus dans leur groupe social. Cet article présente une synthèse des principaux résultats que nous avons obtenus avec cette approche, et les illustre, en en soulignant les avantages de notre approche par rapport aux approches plus traditionnelles de laboratoire.The study of primate cognition may adhere to two different paradigms. The first one is referred to as the Naturalist approach. Investigators in that field attempt to characterize natural behaviors, and to identify the various factors accounting for their evolution in nature.   The second one is referred to as the Generalist approach. Generalist researchers attempt to identify cognitive processes shared by animals and humans. While Naturalist researchers prefer natural or semi-natural conditions for their science, the context favored by the Generalist researchers is the laboratory allowing the test of isolated primates. In that paper, I present a novel experimental protocol favoring an interface between the Naturalist and Generalist approaches. The general idea of this protocol is to present a laboratory nearby an enclosure where monkeys live in a semi-natural context. The

  8. Cognitive and affective theory of mind in dementia with Lewy bodies and Alzheimer's disease.

    Science.gov (United States)

    Heitz, Camille; Noblet, Vincent; Phillipps, Clélie; Cretin, Benjamin; Vogt, Natacha; Philippi, Nathalie; Kemp, Jennifer; de Petigny, Xavier; Bilger, Mathias; Demuynck, Catherine; Martin-Hunyadi, Catherine; Armspach, Jean-Paul; Blanc, Frédéric

    2016-03-16

    Theory of mind (ToM) 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 ToM in dementia with Lewy bodies (DLB) have been published. The aim of our study was to assess ToM in patients with DLB and to search for neural correlates of potential deficits. Thirty-three patients with DLB (DLB group) and 15 patients with Alzheimer's disease (AD group), all in the early stage of the disease, as well as 16 healthy elderly control subjects (HC group), were included in the study. After a global cognitive assessment, we used the Faux Pas Recognition (FPR) test, the Reading the Mind in the Eyes (RME) test and Ekman's Facial Emotion Recognition test to assess cognitive and affective components of ToM. Patients underwent cerebral 3-T magnetic resonance imaging, and atrophy of grey matter was analysed using voxel-based morphometry. We performed a one-sample t test to investigate the correlation between each ToM score and grey matter volume and a two-sample t test to compare patients with DLB impaired with those non-impaired for each test. The DLB group performed significantly worse than the HC group on the FPR test (P = 0.033) and the RME test (P = 0.015). There was no significant difference between the AD group and the HC group or between the DLB group and the AD group. Some brain regions were associated with ToM impairments. The prefrontal cortex, with the inferior frontal cortex and the orbitofrontal cortex, was the main region, but we also found correlations with the temporoparietal junction, the precuneus, the fusiform gyrus and the insula. This study is the first one to show early impairments of ToM in DLB. The two cognitive and affective components both appear to be affected in this disease. Among patients with ToM difficulties, we found atrophy in brain regions classically

  9. 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.

  10. Predictors of Physical Activity among Adolescent Girl Students Based on the Social Cognitive Theory.

    Science.gov (United States)

    Ardestani, Monasadat; Niknami, Shamsaddin; Hidarnia, Alireza; Hajizadeh, Ebrahim

    2015-01-01

    The importance of increasing adolescence girl's level of physical activity is recognized as a priority for having a healthy lifestyle. However, adolescent girls especially Iranian, are at high risk for physical inactivity. Social Cognitive Theory (SCT) is a successful theory to explain physical activity behavior. The aim of this study was to determine the predictors of physical activity based on the SCT. This cross-sectional study was conducted among 400 adolescent girls (15-16 yr old) in Tehran, Iran (2013). The participants were randomly chosen with multistage sampling. The SCT constructs consisted of self-efficacy, self-regulation, social support, outcome expectancy, and self-efficacy to overcoming impediments. Statistical analysis was carried out applying SPSS: 16, LISREL 8.8. Stepwise regression was used to test predictors of behavior. Pearson correlation was assessed. Self efficacy to overcoming impediments was the main construct to predict physical activity (Beta=0.37). Other determinants were self-efficacy (Beta=0.29), family support (beta=0.14), outcome expectancy (beta=0.13), friend support (beta=0.12), and self-regulation (beta=0.11), respectively. In general, the SCT questionnaire determined 0.85 variation of physical activity behavior. All of the constructs had direct significant relation to physical activity behavior (P<0.001). The constructs of SCT provide a suitable framework to perform promoting physical activity programs and self-efficacy to overcoming impediments and self-efficacy are the best predictors of physical activity in adolescent girls.

  11. Cognition to Collaboration: User-Centric Approach and Information Behaviour Theories/Models

    Directory of Open Access Journals (Sweden)

    Alperen M Aydin

    2016-12-01

    Full Text Available Aim/Purpose: The objective of this paper is to review the vast literature of user-centric in-formation science and inform about the emerging themes in information behaviour science. Background:\tThe paradigmatic shift from system-centric to user-centric approach facilitates research on the cognitive and individual information processing. Various information behaviour theories/models emerged. Methodology: Recent information behaviour theories and models are presented. Features, strengths and weaknesses of the models are discussed through the analysis of the information behaviour literature. Contribution: This paper sheds light onto the weaknesses in earlier information behaviour models and stresses (and advocates the need for research on social information behaviour. Findings: Prominent information behaviour models deal with individual information behaviour. People live in a social world and sort out most of their daily or work problems in groups. However, only seven papers discuss social information behaviour (Scopus search. Recommendations for Practitioners\t: ICT tools used for inter-organisational sharing should be redesigned for effective information-sharing during disaster/emergency times. Recommendation for Researchers: There are scarce sources on social side of the information behaviour, however, most of the work tasks are carried out in groups/teams. Impact on Society: In dynamic work contexts like disaster management and health care settings, collaborative information-sharing may result in decreasing the losses. Future Research: A fieldwork will be conducted in disaster management context investigating the inter-organisational information-sharing.

  12. Multimedia instructions and cognitive load theory: effects of modality and cueing.

    Science.gov (United States)

    Tabbers, Huib K; Martens, Rob L; van Merriënboer, Jeroen J G

    2004-03-01

    Recent research on the influence of presentation format on the effectiveness of multimedia instructions has yielded some interesting results. According to cognitive load theory (Sweller, Van Merriënboer, & Paas, 1998) and Mayer's theory of multimedia learning (Mayer, 2001), replacing visual text with spoken text (the modality effect) and adding visual cues relating elements of a picture to the text (the cueing effect) both increase the effectiveness of multimedia instructions in terms of better learning results or less mental effort spent. The aim of this study was to test the generalisability of the modality and cueing effect in a classroom setting. The participants were 111 second-year students from the Department of Education at the University of Gent in Belgium (age between 19 and 25 years). The participants studied a web-based multimedia lesson on instructional design for about one hour. Afterwards they completed a retention and a transfer test. During both the instruction and the tests, self-report measures of mental effort were administered. Adding visual cues to the pictures resulted in higher retention scores, while replacing visual text with spoken text resulted in lower retention and transfer scores. Only a weak cueing effect and even a reverse modality effect have been found, indicating that both effects do not easily generalise to non-laboratory settings. A possible explanation for the reversed modality effect is that the multimedia instructions in this study were learner-paced, as opposed to the system-paced instructions used in earlier research.

  13. Social cognitive theory correlates of moderate-intensity exercise among adults with type 2 diabetes.

    Science.gov (United States)

    Heiss, Valerie J; Petosa, R L

    2016-01-01

    The purpose of this study was to identify social cognitive theory (SCT) correlates of moderate- to vigorous-intensity exercise (MVPA) among adults with type 2 diabetes. Adults with type 2 diabetes (N = 181) participated in the study. Participants were recruited through ResearchMatch.org to complete an online survey. The survey used previously validated instruments to measure dimensions of self-efficacy, self-regulation, social support, outcome expectations, the physical environment, and minutes of MVPA per week. Spearman Rank Correlations were used to determine the relationship between SCT variables and MVPA. Classification and Regression Analysis using a decision tree model was used to determine the amount of variance in MVPA explained by SCT variables. Due to low levels of vigorous activity, only moderate-intensity exercise (MIE) was analyzed. SCT variables explained 42.4% of the variance in MIE. Self-monitoring, social support from family, social support from friends, and self-evaluative outcome expectations all contributed to the variability in MIE. Other contributing variables included self-reward, task self-efficacy, social outcome expectations, overcoming barriers, and self-efficacy for making time for exercise. SCT is a useful theory for identifying correlates of MIE among adults with type 2 diabetes. The SCT correlates can be used to refine diabetes education programs to target the adoption and maintenance of regular exercise.

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

    Directory of Open Access Journals (Sweden)

    Nooshin Beiranvandpour

    2014-06-01

    Full Text Available 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. Materials and Methods: This cross-sectional study was conducted using structured self-administered questionnaires on 384 women referred to 10 health centers in Hamadan city, Western of Iran. Health center was considered as a sampling unit and systematic random sampling method was applied to select health centers. Participants filled a questionnaire containing SCT constructs, an eight-item food frequency questionnaire, and demographic characteristics. Data was analyzed by independent T-test, one-way ANOVA, and multiple linear regression using SPSS-16. Results: The model could explain 21% of the variance in frequency of fast food consumption. Outcome expectations (p=0.04 and availability (p< 0.001 were the significant predictors. The career status of women was the only related demographic characteristic (p< 0.001. Conclusion: Interventions aimed to change outcome expectations and introducing nutritious alternatives to fast food could be promising to decrease the rate of fast-food consumption.

  15. 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…

  16. Cultivating an Ethic of Environmental Sustainability: Integrating Insights from Aristotelian Virtue Ethics and Pragmatist Cognitive Development Theory

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    York, Travis; Becker, Christian

    2012-01-01

    Despite increased attention for environmental sustainability programming, large-scale adoption of pro-environmental behaviors has been slow and largely short-term. This article analyzes the crucial role of ethics in this respect. The authors utilize an interdisciplinary approach drawing on virtue ethics and cognitive development theory to…

  17. Financial Strain and Regional Unemployment as Barriers to Job Search Self-Efficacy: A Test of Social Cognitive Career Theory

    Science.gov (United States)

    Dahling, Jason J.; Melloy, Robert; Thompson, Mindi N.

    2013-01-01

    Social cognitive career theory (SCCT) emphasizes the potential impact of contextual barriers on vocational self-efficacy, interests, and goals. However, most tests of SCCT to date have focused exclusively on person-level, perceptual barriers rather than objective, macroeconomic barriers that may influence large groups of people. In this study, we…

  18. 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…

  19. Implementation and Assessment of Cognitive Load Theory (CLT) Based Questions in an Electronic Homework and Testing System

    Science.gov (United States)

    Behmke, Derek A.; Atwood, Charles H.

    2013-01-01

    To a first approximation, human memory is divided into two parts, short-term and long-term. Cognitive Load Theory (CLT) attempts to minimize the short-term memory load while maximizing the memory available for transferring knowledge from short-term to long-term memory. According to CLT there are three types of load, intrinsic, extraneous, and…

  20. The Implications of the Cognitive Sciences for the Relation between Religion and Science Education: The Case of Evolutionary Theory

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    Blancke, Stefaan; De Smedt, Johan; De Cruz, Helen; Boudry, Maarten; Braeckman, Johan

    2012-01-01

    This paper discusses the relationship between religion and science education in the light of the cognitive sciences. We challenge the popular view that science and religion are compatible, a view that suggests that learning and understanding evolutionary theory has no effect on students' religious beliefs and vice versa. We develop a cognitive…

  1. Features of Representations in General Chemistry Textbooks: A Peek through the Lens of the Cognitive Load Theory

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    Nyachwaya, James M.; Gillaspie, Merry

    2016-01-01

    The goals of this study were (1) determine the prevalence of various features of representations in five general chemistry textbooks used in the United States, and (2) use cognitive load theory to draw implications of the various features of analyzed representations. We adapted the Graphical Analysis Protocol (GAP) (Slough et al., 2010) to look at…

  2. Does Staff Development in Cognitively Guided Instructional Theory Change Middle School Teachers' Mental Models about Teaching and Learning?

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    Schmitz, Judith R.

    This practicum was designed to increase middle-level teaching teams' understanding of cognitively guided instructional strategies or brain-based learning theories and to promote the incorporation of these strategies into the teaching of cross-curriculum thematic units. Twelve staff development modules based on a new perspective of learning which…

  3. A Formative Evaluation of Healthy Heroes: A Photo Comic Book-Social Cognitive Theory Based Obesity Prevention Program

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    Branscum, Paul; Housley, Alexandra; Bhochhibhoya, Amir; Hayes, Logan

    2016-01-01

    Purpose: Low consumption of fruits and vegetables is often associated with poor diet quality, and childhood obesity. The purpose of this study was to assess the feasibility, and conduct a formative evaluation, of Healthy Heroes, an innovative, social cognitive theory-based program that uses child created photo-comic books to promote fruit and…

  4. The Effects of Cognitive Styles on Naïve Impetus Theory Application Degrees of Pre-Service Science Teachers

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    Cataloglu, Erdat; Ates, Salih

    2014-01-01

    The purpose of this study was to determine whether there is a relationship between pre-service science teachers' Field Dependent or Field Independent (FD/FI) cognitive styles and the application of degrees of naive impetus theory. The sample consisted of 122 pre-service science teachers (97 females and 25 males) who were enrolled in the…

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

    Science.gov (United States)

    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.

  6. Beliefs About Appearance, Cognitive Distraction and Sexual Functioning in Men and Women: A Mediation Model Based on Cognitive Theory.

    Science.gov (United States)

    Silva, Elizabet; Pascoal, Patrícia M; Nobre, Pedro

    2016-09-01

    Dysfunctional beliefs about body appearance and cognitive distraction from body appearance during sexual activity have been associated with sexual problems, particularly in women. However, there are no studies examining the interplay between these dimensions and the mechanisms by which they affect sexual functioning. To examine the mediating role of cognitive distraction with body appearance on the relation between beliefs about appearance and sexual functioning. The study sample consisted of 426 heterosexual participants (129 men and 297 women) involved in an exclusive dyadic committed relationship who answered an online questionnaire. The Body Appearance Cognitive Distraction Scale, the Beliefs About Appearance Scale, the International Index of Erectile Function, and the Female Sexual Function Index. The findings indicated that cognitive distraction with body appearance fully mediated the relation between beliefs about appearance and sexual functioning in men and women. The results support the role of beliefs about appearance and cognitive distraction based on body appearance in predicting sexual functioning, reaffirming the role of cognitive models in explaining sexual functioning in men and women. Copyright © 2016 International Society for Sexual Medicine. Published by Elsevier Inc. All rights reserved.

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

    Directory of Open Access Journals (Sweden)

    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.

  8. Neuropharmacology of cognition and memory: a unifying theory of neuromodulator imbalance in psychiatry and amnesia.

    Science.gov (United States)

    Vakalopoulos, Costa

    2006-01-01

    The case of HM, a man with intractable epilepsy who became amnesic following bilateral medial temporal lobe surgery nearly half a century ago has instigated ongoing research and theoretical speculation on the nature of memory and the role of the hippocampus. Neuropsychological testing showed that although HM had extensive anterograde memory loss he could still acquire motor and cognitive skills implicitly, but could not remember the context of this learning. This has lead to declarative and procedural descriptions of the memory process. Cholinergic and monoaminergic neurotransmitter systems have also been implicated in the memory process and anticholinergic drugs traditionally have been associated with impairment of declarative memory. The cholinergic hypothesis of Alzheimer's disease is a classic example of an application of these neuropharmacological findings. In schizophrenia, preattentive deficits have been amply demonstrated by unconscious priming studies. Memory processes are also impaired in these patients. Dopamine, glutamate and even cholinergic dysfunction has been implicated in the clinical picture of schizophrenia. The present paper will attempt to bring together both the anatomical and pharmacological data from these disparate fields of research under a cohesive theory of cognition and memory. A hypothesis is presented for an inverse relationship between monoaminergic and cholinergic systems in the modulation of implicit (unconscious) and explicit (conscious) cognitive processes. It is postulated that muscarinic cholinergic receptors and monoaminergic systems facilitate unconscious and conscious processes, respectively, and they disfacilitate conscious and unconscious processes, respectively (the purported inverse relationship). In fact, the muscarinic and monoaminergic modulations of a neural network are proposed to be finely balanced such that, if, the activity of one receptor system is modified then this by necessity has effects on the other system

  9. Analytic cognitive style predicts paranormal explanations of anomalous experiences but not the experiences themselves: Implications for cognitive theories of delusions.

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    Ross, Robert M; Hartig, Bjoern; McKay, Ryan

    2017-09-01

    It has been proposed that delusional beliefs are attempts to explain anomalous experiences. Why, then, do anomalous experiences induce delusions in some people but not in others? One possibility is that people with delusions have reasoning biases that result in them failing to reject implausible candidate explanations for anomalous experiences. We examine this hypothesis by studying paranormal interpretations of anomalous experiences. We examined whether analytic cognitive style (i.e. the willingness or disposition to critically evaluate outputs from intuitive processing and engage in effortful analytic processing) predicted anomalous experiences and paranormal explanations for these experiences after controlling for demographic variables and cognitive ability. Analytic cognitive style predicted paranormal explanations for anomalous experiences, but not the anomalous experiences themselves. We did not study clinical delusions. Our attempts to control for cognitive ability may have been inadequate. Our sample was predominantly students. Limited analytic cognitive style might contribute to the interpretation of anomalous experiences in terms of delusional beliefs. Copyright © 2016 Elsevier Ltd. All rights reserved.

  10. Fuzzy-trace theory: dual processes in memory, reasoning, and cognitive neuroscience.

    Science.gov (United States)

    Brainerd, C J; Reyna, V F

    2001-01-01

    Fuzzy-trace theory has evolved in response to counterintuitive data on how memory development influences the development of reasoning. The two traditional perspectives on memory-reasoning relations--the necessity and constructivist hypotheses--stipulate that the accuracy of children's memory for problem information and the accuracy of their reasoning are closely intertwined, albeit for different reasons. However, contrary to necessity, correlational and experimental dissociations have been found between children's memory for problem information that is determinative in solving certain problems and their solutions of those problems. In these same tasks, age changes in memory for problem information appear to be dissociated from age changes in reasoning. Contrary to constructivism, correlational and experimental dissociations also have been found between children's performance on memory tests for actual experience and memory tests for the meaning of experience. As in memory-reasoning studies, age changes in one type of memory performance do not seem to be closely connected to age changes in the other type of performance. Subsequent experiments have led to dual-process accounts in both the memory and reasoning spheres. The account of memory development features four other principles: parallel verbatim-gist storage, dissociated verbatim-gist retrieval, memorial bases of conscious recollection, and identity/similarity processes. The account of the development of reasoning features three principles: gist extraction, fuzzy-to-verbatim continua, and fuzzy-processing preferences. The fuzzy-processing preference is a particularly important notion because it implies that gist-based intuitive reasoning often suffices to deliver "logical" solutions and that such reasoning confers multiple cognitive advantages that enhance accuracy. The explanation of memory-reasoning dissociations in cognitive development then falls out of fuzzy-trace theory's dual-process models of memory and

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

    Science.gov (United States)

    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

  12. From self to social cognition: Theory of Mind mechanisms and their relation to Executive Functioning.

    Science.gov (United States)

    Bradford, Elisabeth E F; Jentzsch, Ines; Gomez, Juan-Carlos

    2015-05-01

    'Theory of Mind' refers to the ability to attribute mental states to oneself and other people (Premack & Woodruff, 1978). This study examined the extent to which 'Self' and 'Other' belief-attribution processes within the Theory of Mind (ToM) mechanism could be distinguished behaviourally, and whether these separable components differentially related to Executive Functioning (EF) abilities. A computerized false-belief task, utilizing a matched-design to allow direct comparison of self-oriented vs. other-oriented belief-attribution, was used to assess ToM, and a face-image Stroop task was employed to assess EF, within a population of typically-developed adults. Results revealed significantly longer reaction times when attributing beliefs to other people as opposed to recognizing and attributing beliefs to oneself. Intriguingly, results revealed that 'perspective-shift' requirements (i.e. changing from adoption of the 'self' perspective to the perspective of the 'other', or vice versa) across false-belief trials influenced reaction times. Reaction times were significantly longer when the perspective shift was from self-to-other than from other-to-self. It is suggested that the 'self' forms the stem of understanding the 'other', and is therefore processed regardless of ultimate task demands; in contrast, the 'other' perspective is only processed when explicitly required. We conclude that adopting another person's perspective, even when their belief state is matched to one's own, requires more cognitive effort than recalling and reflecting on self-oriented belief-states. Copyright © 2015 The Authors. Published by Elsevier B.V. All rights reserved.

  13. Theory of Connectivity: Nature and Nurture of Cell Assemblies and Cognitive Computation.

    Science.gov (United States)

    Li, Meng; Liu, Jun; Tsien, Joe Z

    2016-01-01

    Richard Semon and Donald Hebb are among the firsts to put forth the notion of cell assembly-a group of coherently or sequentially-activated neurons-to represent percept, memory, or concept. Despite the rekindled interest in this century-old idea, the concept of cell assembly still remains ill-defined and its operational principle is poorly understood. What is the size of a cell assembly? How should a cell assembly be organized? What is the computational logic underlying Hebbian cell assemblies? How might Nature vs. Nurture interact at the level of a cell assembly? In contrast to the widely assumed randomness within the mature but naïve cell assembly, the Theory of Connectivity postulates that the brain consists of the developmentally pre-programmed cell assemblies known as the functional connectivity motif (FCM). Principal cells within such FCM is organized by the power-of-two-based mathematical principle that guides the construction of specific-to-general combinatorial connectivity patterns in neuronal circuits, giving rise to a full range of specific features, various relational patterns, and generalized knowledge. This pre-configured canonical computation is predicted to be evolutionarily conserved across many circuits, ranging from these encoding memory engrams and imagination to decision-making and motor control. Although the power-of-two-based wiring and computational logic places a mathematical boundary on an individual's cognitive capacity, the fullest intellectual potential can be brought about by optimized nature and nurture. This theory may also open up a new avenue to examining how genetic mutations and various drugs might impair or improve the computational logic of brain circuits.

  14. Theory of Connectivity: Nature and Nurture of Cell Assemblies and Cognitive Computation

    Directory of Open Access Journals (Sweden)

    Meng eLi

    2016-04-01

    Full Text Available Richard Semon and Donald Hebb are among the firsts to put forth the notion of cell assembly – a group of coherently or sequentially-activated neurons– to represent percept, memory, or concept. Despite the rekindled interest in this age-old idea, the concept of cell assembly still remains ill-defined and its operational principle is poorly understood. What is the size of a cell assembly? How should a cell assembly be organized? What is the computational logic underlying Hebbian cell assemblies? How might Nature vs Nurture interact at the level of a cell assembly? In contrast to the widely assumed local randomness within the mature but naïve cell assembly, the recent Theory of Connectivity postulates that the brain consists of the developmentally pre-programmed cell assemblies known as the functional connectivity motif (FCM. Principal cells within such FCM is organized by the power-of-two-based mathematical principle that guides the construction of specific-to-general combinatorial connectivity patterns in neuronal circuits, giving rise to a full range of specific features, various relational patterns, and generalized knowledge. This pre-configured canonical computation is predicted to be evolutionarily conserved across many circuits, ranging from these encoding memory engrams and imagination to decision-making and motor control. Although the power-of-two-based wiring and computational logic places a mathematical boundary on an individual’s cognitive capacity, the fullest intellectual potential can be brought about by optimized nature and nurture. This theory may also open up a new avenue to examining how genetic mutations and various drugs might impair or enhance the computational logic of brain circuits.

  15. Experiences of antidepressant medication and cognitive-behavioural therapy for depression: a grounded theory study.

    Science.gov (United States)

    Bayliss, Paul; Holttum, Sue

    2015-09-01

    To develop a preliminary model of the experiences of people undergoing combined treatment with antidepressant medication and cognitive-behavioural therapy (CBT) for depression. The study used a qualitative methodology informed by grounded theory. Participants were 12 adults who had received treatment with antidepressant medication and CBT for depression. Participants engaged in a semistructured interview about their experiences. Interviews were transcribed and analysed using components of grounded theory methodology. Medication was often seen as an initial aid to surviving a crisis. Staying on medication longer term resulted in some participants feeling caught in a 'drug loop'. Feeling that medication was unhelpful or actively harmful could contribute to participants seeking CBT. Medics also offered information on CBT and acted as gatekeepers, meaning that negotiation was sometimes necessary. CBT was described as a process of being guided towards skilled self-management. Occasionally, participants felt that medication had facilitated CBT at one or more stages. Conversely, developing skilled self-management through CBT could reduce feelings of dependency on medication and affect several of the other elements maintaining the 'drug loop'. Antidepressant medication and CBT are perceived and experienced differently, with CBT often being seen as an alternative to medication, or even as a means to discontinue medication. Service users' experiences and beliefs about medication may thus affect their engagement and goals in CBT, and it may be important for therapists to consider this. Practitioners who prescribe medication should ensure that they also provide information on the availability and appropriateness of CBT, and engage in an open dialogue about treatment options. CBT practitioners should explore aspects of clients' experiences and beliefs about medication. This would particularly include clients' experiences of the effects of medication, their beliefs about

  16. 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.

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

    Directory of Open Access Journals (Sweden)

    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

  18. Social Cognitive Theory Predictors of Human Papillomavirus Vaccination Intentions of College Men at a Southeastern University.

    Science.gov (United States)

    Priest, Hannah M; Knowlden, Adam P; Sharma, Manoj

    2015-01-01

    The purpose of this study was to use social cognitive theory to predict human papillomavirus (HPV) vaccination intentions of college men attending a large, southeastern university. Data collection comprised two phases. Phase I established face and content validity of the instrument by a panel of six experts. Phase II assessed internal consistency reliability using Cronbach's alpha and predicted behavioral intentions applying multiple linear regression. HPV knowledge, expectations, self-efficacy to get HPV vaccine, situational perception, self-efficacy in overcoming barriers to get HPV vaccine, and self-control to get HPV vaccine were regressed on behavioral intentions. Situational perception and self-control to get HPV vaccine were significant predictors, accounting for 22% of variance in behavioral intentions to get vaccinated within the next 6 months. Overall, college men reported low behavioral intentions to getting vaccinated. Future interventions should target situational perception and self-control to increase HPV vaccination intentions. © The Author(s) 2015 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

  19. Social cognitive theory and physical activity: a systematic review and meta-analysis.

    Science.gov (United States)

    Young, M D; Plotnikoff, R C; Collins, C E; Callister, R; Morgan, P J

    2014-12-01

    This review investigated three research questions (i) What is the utility of social cognitive theory (SCT) to explain physical activity (PA)?; (ii) Is the effectiveness of SCT moderated by sample or methodological characteristics? and (iii) What is the frequency of significant associations between the core SCT constructs and PA? Ten electronic databases were searched with no date or sample restrictions. Forty-four studies were retrieved containing 55 SCT models of PA. Methodological quality was assessed using a standardized tool. A random-effects meta-analysis revealed that SCT accounted for 31% of the variance in PA. However, methodological quality was mostly poor for these models. Methodological quality and sample age moderated the PA effect size, with increases in both associated with greater variance explained. Although self-efficacy and goals were consistently associated with PA, outcome expectations and socio-structural factors were not. This review determined that SCT is a useful framework to explain PA behaviour. Higher quality models explained more PA variance, but overall methodological quality was poor. As such, high-quality studies examining the utility of SCT to explain PA are warranted. © 2014 World Obesity.

  20. Collaboration and cogenerativity: on bridging the gaps separating theory-practice and cognition-emotion

    Science.gov (United States)

    Stetsenko, Anna

    2008-07-01

    In this rejoinder, I comment on how going through the activity of participating in this forum and of engaging in dialogue with my commentators makes sense at several levels—most importantly, at the personal and the conceptual—and how these two levels are intricately connected. The link between the personal and conceptual (cognition and emotion)—their de facto unity—is highlighted through a discussion of a theoretical stance that has to do with ineluctable dialogicality of any and all aspects, incarnations, and expressions of human development, being, and learning. The dialogicality of knowing comes to the fore if knowledge is understood as being part and parcel of ongoing real life activities out in the world imbued with ideology, values, and commitments. In this stance, knowing and acting, words and deeds, theory and practice cannot be ever thought of as separate realms; instead they inevitably and necessarily appear as belonging together and as forming inherent aspects (or dimensions) of one and the same process of people collaboratively engaging with and transforming the world.

  1. Modeling the intention to choose natural vaginal delivery: using reasoned action and social cognitive theories.

    Science.gov (United States)

    Kanani, Safieh; Allahverdipour, Hamid; AsghariJafarabadi, Mohammad

    2015-01-01

    The Behavioral Intention Model is one of the best and most widely models used regarding attitude of behavioral of pregnancy and decrease the rate of cesarean section (CS) among pregnant women, except effect of attitude and subjective norms on behavioral intention. Two variables of self-efficacy, and outcome expectation, relate to individual's behavior in an upcoming situation, and both of them are important at the development of behavior. The purpose of the present study was to develop a model to explain women's inten-tion to choose natural vaginal delivery (NVD). The variables of self-efficacy and outcome expectations, derived from Bandura's Social Cognitive Theory, and Behavioral Intention Model constructs were used to define the model. The study was descriptive and cross-sectional in nature and took place in Pars Abad, Iran in 2014. The non-probability sample consisted of 200 pregnant women who voluntarily participated in the study and provided the data. SPSS 21 and MPLUS 6.8 were employed to analyze the data. Self-efficacy, outcome expectations, and attitude toward NVD were associated with intention to choose the NVD. The study findings may play a role in designing educational interventions aimed at influencing the NVD and improving childbirth programs.

  2. Using social cognitive theory to explain discretionary, "leisure-time" physical exercise among high school students.

    Science.gov (United States)

    Winters, Eric R; Petosa, Rick L; Charlton, Thomas E

    2003-06-01

    To examine whether knowledge of high school students' actions of self-regulation, and perceptions of self-efficacy to overcome exercise barriers, social situation, and outcome expectation will predict non-school related moderate and vigorous physical exercise. High school students enrolled in introductory Physical Education courses completed questionnaires that targeted selected Social Cognitive Theory variables. They also self-reported their typical "leisure-time" exercise participation using a standardized questionnaire. Bivariate correlation statistic and hierarchical regression were conducted on reports of moderate and vigorous exercise frequency. Each predictor variable was significantly associated with measures of moderate and vigorous exercise frequency. All predictor variables were significant in the final regression model used to explain vigorous exercise. After controlling for the effects of gender, the psychosocial variables explained 29% of variance in vigorous exercise frequency. Three of four predictor variables were significant in the final regression equation used to explain moderate exercise. The final regression equation accounted for 11% of variance in moderate exercise frequency. Professionals who attempt to increase the prevalence of physical exercise through educational methods should focus on the psychosocial variables utilized in this study.

  3. Applying cognitive load theory to the redesign of a conventional database systems course

    Science.gov (United States)

    Mason, Raina; Seton, Carolyn; Cooper, Graham

    2016-01-01

    Cognitive load theory (CLT) was used to redesign a Database Systems course for Information Technology students. The redesign was intended to address poor student performance and low satisfaction, and to provide a more relevant foundation in database design and use for subsequent studies and industry. The original course followed the conventional structure for a database course, covering database design first, then database development. Analysis showed the conventional course content was appropriate but the instructional materials used were too complex, especially for novice students. The redesign of instructional materials applied CLT to remove split attention and redundancy effects, to provide suitable worked examples and sub-goals, and included an extensive re-sequencing of content. The approach was primarily directed towards mid- to lower performing students and results showed a significant improvement for this cohort with the exam failure rate reducing by 34% after the redesign on identical final exams. Student satisfaction also increased and feedback from subsequent study was very positive. The application of CLT to the design of instructional materials is discussed for delivery of technical courses.

  4. 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.

  5. Understanding physical activity in individuals with prediabetes: an application of social cognitive theory.

    Science.gov (United States)

    Taylor, Lorian M; Raine, Kim D; Plotnikoff, Ronald C; Vallance, Jeff K; Sharma, Arya M; Spence, John C

    2016-01-01

    Despite well-documented evidence implicating physical activity (PA) in the prevention of type 2 diabetes, the overwhelming majority of individuals with prediabetes are not physically active enough. The purpose of this study was to investigate the applicability of the social cognitive theory (SCT) in understanding PA behaviour in individuals with prediabetes. Individuals with prediabetes (N = 232) completed a mailed questionnaire assessing demographics, self-reported PA (MET.min/wk) and SCT constructs for PA MET.min/wk. For PA MET.min/wk, scheduling and task efficacy both had significant effects on PA (β = .30 and .22, respectively). Goal formation also had a direct effect on PA for scheduling, coping and task efficacy (β = .20, .34 and .30, respectively). Task, coping and scheduling efficacy explained a significant portion of the variance in PA behaviour. Overall, SCT appears to have merit as a model for understanding PA in individuals with prediabetes. Further evaluative inquiry is needed to establish support for the use of the SCT as a framework for developing, implementing and evaluating PA behaviour change interventions in this population.

  6. Investigation of social cognitive career theory for minority recruitment in school psychology.

    Science.gov (United States)

    Bocanegra, Joel O; Gubi, Aaron A; Cappaert, Kevin J

    2016-06-01

    School psychology trainers have historically struggled to adequately increase the number of professionals from diverse backgrounds. An increase in diverse providers is important in meeting the needs of a burgeoning racial/ethnic minority student population. Previous research suggests that minority undergraduate psychology students have less knowledge and exposure to school psychology than for counseling and clinical psychology, and that students with greater exposure or knowledge of school psychology reported significantly greater choice intentions for school psychology. The purpose of this study is to test the applicability of the Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) in explaining minority undergraduate psychology students' choice intentions for school psychology. This study is an analysis of existing data and is based on a national sample of 283 minority undergraduate psychology students. All instruments used in this study were found to have internal consistency ranging from .83 to .91. Students' learning experiences, self-efficacy, outcome expectations, and choice intentions for school psychology were evaluated by way of a mediator analysis. Results from a path analysis suggest that outcome expectations mediated the relationship between exposure and choice intentions for school psychology. Implications for minority recruitment practices are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  7. Bifactor and Item Response Theory Analyses of Interviewer Report Scales of Cognitive Impairment in Schizophrenia

    Science.gov (United States)

    Reise, Steven P.; Ventura, Joseph; Keefe, Richard S. E.; Baade, Lyle E.; Gold, James M.; Green, Michael F.; Kern, Robert S.; Mesholam-Gately, Raquelle; Nuechterlein, Keith H.; Seidman, Larry J.; Bilder, Robert

    2011-01-01

    A psychometric analysis of 2 interview-based measures of cognitive deficits was conducted: the 21-item Clinical Global Impression of Cognition in Schizophrenia (CGI-CogS; Ventura et al., 2008), and the 20-item Schizophrenia Cognition Rating Scale (SCoRS; Keefe et al., 2006), which were administered on 2 occasions to a sample of people with…

  8. Rational Adaptation under Task and Processing Constraints: Implications for Testing Theories of Cognition and Action

    Science.gov (United States)

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

    2009-01-01

    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…

  9. 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....

  10. Theory of mind performance in Parkinson's disease is associated with motor and cognitive functions, but not with symptom lateralization.

    Science.gov (United States)

    Nobis, Lisa; Schindlbeck, Katharina; Ehlen, Felicitas; Tiedt, Hannes; Rewitzer, Charlotte; Duits, Annelien A; Klostermann, Fabian

    2017-09-01

    Next to the typical motor signs, Parkinson's disease (PD) goes along with neuropsychiatric symptoms, amongst others affecting social cognition. Particularly, Theory of Mind (ToM) impairments have mostly been associated with right hemispherical brain dysfunction, so that it might prevail in patients with left dominant PD. Fourty-four PD patients, twenty-four with left and twenty with right dominant motor symptoms, engaged in the Reading the Mind in the Eyes (RME) and the Faux Pas Detection Test (FPD) to assess affective and cognitive ToM. The results were correlated with performance in further cognitive tests, and analyzed with respect to associations with the side of motor symptom dominance and severity of motor symptoms. No association of ToM performance with right hemispheric dysfunction was found. RME results were inversely correlated with motor symptom severity, while FPD performance was found to correlate with the performance in verbal fluency tasks and the overall cognitive evaluation. Affective ToM was found associated with motor symptom severity and cognitive ToM predominantly with executive function, but no effect of PD lateralization on this was identified. The results suggest that deficits in social cognition occur as a sequel of the general corticobasal pathology in PD, rather than as a result of hemisphere-specific dysfunction.

  11. Patterns of interactions at grade 5 classroom in learning the topic of statistics viewed from cognitive load theory

    Science.gov (United States)

    Setianingsih, R.

    2018-01-01

    The nature of interactions that occurs among teacher, students, learning sources, and learning environment creates different settings to enhance learning. Any setting created by a teacher is affected by 3 (three) types of cognitive load: intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. This study is qualitative in nature, aims to analyse the patterns of interaction that are constituted in mathematics instructions by taking into account the cognitive load theory. The subjects of this study are 21 fifth-grade students who learn mathematics in small groups and whole-class interactive lessons. The data were collected through classroom observations which were videotaped, while field notes were also taken. The data analysis revealed that students engaged in productive interaction and inquiry while they were learning mathematics in small groups or in whole class setting, in which there was a different type of cognitive load that dominantly affecting the learning processes at each setting. During learning mathematics in whole class setting, the most frequently found interaction patterns were to discuss and compare solution based on self-developed models, followed by expressing opinions. This is consistent with the principles of mathematics learning, which gives students wide opportunities to construct mathematical knowledge through individual learning, learning in small groups as well as learning in whole class settings. It means that by participating in interactive learning, the students are habitually engaged in productive interactions and high level of mathematical thinking.

  12. Application of the Social Cognitive theory to predict stages of change in exercise for Brazilian adolescents

    Directory of Open Access Journals (Sweden)

    Edio Luiz Petroski

    2005-12-01

    Full Text Available Adolescence is characterized by a peak decline in physical activity levels. Psychological theories, such as Social Cognitive Theory and the Transtheoretical Model have been applied in order to explain the regularity of youth physical activity adherence. These theories, however, are rarely applied to study physical activity behavior in Brazilian adolescents. Therefore, the purpose of the present study was to examine personal, behavioral and environmental characteristics associated with different stages of exercise behavior among a sample of Brazilian adolescents. The participants were 488 high-school students (57.5% boys with ages ranging from 14 to 17 years. Valid and reliable instruments were used to measure self-reported physical activity, social cognitive variables and also stages of change in exercise behavior. Multivariate discriminant analyses and One-Way ANOVA were performed to identify associations among these variables and stages of change. Self-efficacy was a significant predictor (p RESUMO A adolescência é caracterizada pelo acentuado declínio nos níveis de atividade física. Teorias psicológicas como a teoria cognitivo-social e o modelo transteorético têm sido empregadas para tentar explicar a aderência dos jovens à atividade física regular. No entanto, tais teorias raramente têm sido utilizadas para estudar a atividade física em adolescentes brasileiros. O propósito do presente estudo foi examinar características pessoais, comportamentais e ambientais associadas com os diferentes estágios de comportamento relacionados ao exercício físico em uma amostra de adolescentes brasileiros. Participaram do estudo 488 estudantes do ensino médio (57,5% garotos com idades entre 14 e 17 anos. Medidas fidedignas e válidas foram empregadas para medir variáveis cognitivo-sociais, atividade física auto-reportada e estágios de mudança de comportamento relacionados ao exercício. A análise múltipla discrimante a analise de vari

  13. Une perspective interactionniste

    Directory of Open Access Journals (Sweden)

    Joëlle Morrissette

    2010-02-01

    Full Text Available Cet article vise à montrer l’intérêt de puiser à la sociologie pour conduire des recherches dans le domaine de l’éducation. Plus précisément, il sera question de la contribution d’une perspective interactionniste pour appréhender un objet attaché à l’évaluation des apprentissages des élèves. Comme on le verra, s’inspirer en particulier d’auteurs attachés à la tradition de l’interactionnisme symbolique amène à se situer en marge des manières de dire et de faire habituelles des investigations portant sur cet objet, de la phase de problématisation à celle de l’analyse, au profit d’un point de vue (resocialisant et contextualisant. Pour illustrer le propos, je prendrai appui sur le format d’une recherche ayant documenté le savoir-faire d’un groupe d’enseignantes du primaire en matière d’évaluation formative, et ayant adopté une perspective interactionniste comme posture générale de recherche.An Interactionist PerspectiveAn Alternative Approach to Learning AssessmentThis article aims to show the usefulness of drawing from sociology to conduct research in the field of education. Specifically, it discusses the contribution of an interactionist perspective in understanding the objects attached to student learning assessment. As we shall see, drawing especially from authors working in the tradition of Symbolic Interactionism leads us outside the usual ways of thinking and doing in investigations related to assessment objects, from problematization to analysis, in favour of a (resocializing and contextualizing perspective. To illustrate this point, I will examine the format of a study documenting the expertise of a group of elementary school teachers with regard to formative assessment, and having an interactionist perspective as its basis of research.Una perspectiva interaccionista: otro punto de vista sobre la evaluación del aprendizajeEste artículo tiene como objetivo el demostrar el interés de

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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.

  18. 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.

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

    Directory of Open Access Journals (Sweden)

    Tiago de Araujo Guerra Grangeia

    Full Text Available 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 the development of a Moodle-based online Emergency Medicine course, inspired by real clinical cases.Three consecutive classes (2013-2015 of sixth-year medical students (n = 304 participated in the course, during a curricular and essentially practical emergency rotation. "Virtual Rounds" provided weekly virtual patients in narrative format and meaningful schemata to chief complaints, in order to simulate real rounds at Emergency Unit. Additional activities such as Extreme Decisions, Emergency Quiz and Electrocardiographic challenge offered different views of emergency care. Authors assessed student´s participation and its correlation with their academic performance. A survey evaluated students´ opinions. Students graduating in 2015 answered an online questionnaire to investigate cognitive load and motivation.Each student produced 1965 pageviews and spent 72 hours logged on. Although Clinical Emergency rotation has two months long, students accessed the online course during an average of 5.3 months. Virtual Rounds was the most accessed activity, and there was positive correlations between the number of hours logged on the platform and final grades on Emergency Medicine. Over 90% of students felt an improvement in their clinical reasoning and considered themselves better prepared for rendering Emergency care. Considering a Likert scale from 1 (minimum load to 7 (maximum load, the scores for total cognitive load were 4.79±2.2 for Virtual Rounds and 5.56±1.96 for real medical rounds(p<0,01.A real-world inspired online course, based on cognitive and motivational conceptual frameworks, seems to be a strong tool to engage students in learning. It may support them to

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

    Science.gov (United States)

    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.

  1. The Role of Social Support Seeking and Social Constraints on Psychological Outcomes After Trauma: A Social Cognitive Theory Perspective.

    OpenAIRE

    Donlon, Katharine

    2012-01-01

    Social Cognitive Theory (SCT) posits that survivors of a traumatic event have the ability to influence their own outcomes and do so most aptly when they perceive they can exert control over their outcomes. Posttraumatic growth outcomes are associated with a greater perception of controllability, while posttraumatic stress outcomes can be related to the lack of perceived control. In the context of the Virginia Tech shootings, several social factors were examined three months after the trauma ...

  2. UNE APPROCHE REGULATIONNISTE DE LA ...

    African Journals Online (AJOL)

    Administrateur

    en ressources naturelles ont enregistré des performances économiques, moins bonnes par .... de gestion», à financer des augmentations de salaires; augmentations qui, très ... entreprises), dans la mesure où, d'une façon générale, elle introduit une plus .... Outre le contrôle strict de la création monétaire, un autre élément.

  3. Causal beliefs about depression in different cultural groups – What do cognitive psychological theories of causal learning and reasoning predict?

    Directory of Open Access Journals (Sweden)

    York eHagmayer

    2014-11-01

    Full Text Available Cognitive psychological research focusses 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 literature review on causal beliefs about depression was conducted, including original, quantitative research. Thirty-six studies investigating 13 non-Western and 32 Western cultural groups were analysed by classifying assumed causes and preferred forms of treatment into common categories. Relations between beliefs and treatment preferences were assessed. Substantial agreement between cultural groups was found with respect to the impact of observable causes. Stress was generally rated as most important. Less agreement resulted for hidden, especially supernatural causes. Causal beliefs were clearly related to treatment preferences in Western groups, while evidence was mostly lacking for non-Western groups. Overall predictions were supported, but there were considerable methodological limitations. Pointers to future research, which may combine studies on causal beliefs with experimental paradigms on causal reasoning, are given.

  4. 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.

  5. The effect of Bandura's social cognitive theory implementation on addiction quitting of clients referred to addiction quitting clinics.

    Science.gov (United States)

    Heydari, Abbas; Dashtgard, Ali; Moghadam, Zahra Emami

    2014-01-01

    Addiction, especially addiction quitting, has been the main problem of health systems of many countries in recent years. High percentage of addiction recurrence (more than 80%) indicates that the nature and therapeutic method of addiction have not been recognized and it demands more efforts in this field. Thus, the present study was conducted with an aim to examine the effect of Bandura's social cognitive theory implementation on addiction quitting of clients referred to Imam Reza Hospital addiction quitting clinic. This two-group experimental study was conducted on 60 clients (30 clients in test group and 30 in control group) referred to Imam Reza Hospital addiction quitting clinic. The study tools were demographic and addiction-quitting self-efficacy questionnaires. After gathering demographic data and conducting pretest, the intervention was carried out based on Bandura's social cognitive theory for the test group and post-test was taken 1 month after the intervention. Data were analyzed by SPSS using related tests. According to the results, test group was more successful than the control group in addiction quitting. There was a significant difference between the two groups in terms of recurrence; it was less in the test group. A significant difference was also found between self-efficacy scores before and after the intervention in the test group. Using Bandura's social cognitive theory was effective on addiction quitting. So, it is recommended to apply it for clients referring to addiction quitting clinics.

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

    Science.gov (United States)

    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.

  7. Predicting the STEM outcomes of academically qualified women: A longitudinal examination of social cognitive career theory

    Science.gov (United States)

    Wasson, Jillian Woodford

    There is a well-documented gender disparity in science, technology, engineering, and mathematics (STEM) fields, which has been the focus of research for several decades (i.e., Betz & Hackett, 1981; Ceci & Williams, 2009, 2010; Wang, Eccles, & Kenny, 2013). Questions as to why this is the case are not new; however, with the growing body of research, there seem to be more questions than answers. This study drew primarily from the vocational psychology literature, particularly Social Cognitive Career Theory, building on previous literature in this area by examining differences in career choices made over time by qualified women across different stages in the education-to-career pathway. The results of the present study indicate that among qualified women many of the SCCT personal and contextual variables are relevant to STEM career development. Moreover, findings from the present study support the hypothesis (Lent et al., 1994) that personal, environmental, and behavioral variables affect one another. An important aspect of the SCCT model is the acknowledgment that at any given point in time, certain variables will carry different weight (Lent et al., 1994). The current study provides further support for this and underscores the necessity of understanding and framing career development as a process, unfolding across several developmental stages. These findings, their generalizability, and implications for practice should be carefully considered in the context of several limitations that this sample was influenced by: limitations in reliability and selection of variables, lack of diversity within the sample, as well as the extraneous variables related to overall economic and political backdrop.

  8. Social Cognitive Theory Predictors of Exercise Behavior in Endometrial Cancer Survivors

    Science.gov (United States)

    Basen-Engquist, Karen; Carmack, Cindy L.; Li, Yisheng; Brown, Jubilee; Jhingran, Anuja; Hughes, Daniel C.; Perkins, Heidi Y.; Scruggs, Stacie; Harrison, Carol; Baum, George; Bodurka, Diane C.; Waters, Andrew

    2014-01-01

    Objective This study evaluated whether social cognitive theory (SCT) variables, as measured by questionnaire and ecological momentary assessment (EMA), predicted exercise in endometrial cancer survivors. Methods One hundred post-treatment endometrial cancer survivors received a 6-month home-based exercise intervention. EMAs were conducted using hand-held computers for 10- to 12-day periods every 2 months. Participants rated morning self-efficacy and positive and negative outcome expectations using the computer, recorded exercise information in real time and at night, and wore accelerometers. At the midpoint of each assessment period participants completed SCT questionnaires. Using linear mixed-effects models, we tested whether morning SCT variables predicted minutes of exercise that day (Question 1) and whether exercise minutes at time point Tj could be predicted by questionnaire measures of SCT variables from time point Tj-1 (Question 2). Results Morning self-efficacy significantly predicted that day’s exercise minutes (pexercise minutes (p=0.0003), but the relationship was attenuated when self-efficacy was included in the model (p=0.4032). Morning negative outcome expectations was not associated with exercise minutes. Of the questionnaire measures of SCT variables, only exercise self-efficacy predicted exercise at the next time point (p=0.003). Conclusions The consistency of the relationship between self-efficacy and exercise minutes over short (same day) and longer (Tj to Tj-1) time periods provides support for a causal relationship. The strength of the relationship between morning self-efficacy and exercise minutes suggest that real-time interventions that target daily variation in self-efficacy may benefit endometrial cancer survivors’ exercise adherence. PMID:23437853

  9. Factors affecting vegetable preference in adolescents: stages of change and social cognitive theory.

    Science.gov (United States)

    Woo, Taejung; Lee, Kyung-Hea

    2017-08-01

    Despite the importance of consuming sufficient amounts of vegetables, daily vegetable intake among adolescents in Korea is lower than the current dietary recommendation. The objective of this study was to examine determinants affecting vegetable preference in order to suggest a stage-tailored education strategy that can promote vegetable consumption in adolescents. Adolescents (n = 400, aged 16-17 years) from two high schools participated in a cross-sectional study. Survey variables were vegetable preference, the social cognitive theory (SCT) and stages of change (SOC) constructs. Based on vegetable preference, subjects were classified into two groups: a low-preference group (LPG) and a high-preference group (HPG). SOC was subdivided into pre-action and action/maintenance stages. To compare SCT components and SOC related to vegetable preference, chi-squared and t-tests, along with stepwise multiple-regression analysis, were applied. In the LPG, a similar number of subjects were classified into each stage. Significant differences in self-efficacy, affective attitudes, and vegetable accessibility at home and school were detected among the stages. Subjects in the HPG were mainly at the maintenance stage (81%), and there were significant differences among the stages regarding self-efficacy, affective attitudes, and parenting practice. In the predictions of vegetable preference, self-efficacy and parenting practice had a significant effect in the "pre-action" stage. In the action/maintenance stage, outcome expectation, affective attitudes, and vegetable accessibility at school had significant predictive value. In predicting the vegetable preference for all subjects, 42.8% of the predictive variance was accounted for by affective attitudes, self-efficacy, and vegetable accessibility at school. The study revealed that different determinants affect adolescent vegetable preference in each stage. Self-efficacy and affective attitudes are important determinants affecting

  10. An information theory account of late frontoparietal ERP positivities in cognitive control.

    Science.gov (United States)

    Barceló, Francisco; Cooper, Patrick S

    2018-03-01

    ERP research on task switching has revealed distinct transient and sustained positive waveforms (latency circa 300-900 ms) while shifting task rules or stimulus-response (S-R) mappings. However, it remains unclear whether such switch-related positivities show similar scalp topography and index context-updating mechanisms akin to those posed for domain-general (i.e., classic P300) positivities in many task domains. To examine this question, ERPs were recorded from 31 young adults (18-30 years) while they were intermittently cued to switch or repeat their perceptual categorization of Gabor gratings varying in color and thickness (switch task), or else they performed two visually identical control tasks (go/no-go and oddball). Our task cueing paradigm examined two temporarily distinct stages of proactive rule updating and reactive rule execution. A simple information theory model helped us gauge cognitive demands under distinct temporal and task contexts in terms of low-level S-R pathways and higher-order rule updating operations. Task demands modulated domain-general (indexed by classic oddball P3) and switch positivities-indexed by both a cue-locked late positive complex and a sustained positivity ensuing task transitions. Topographic scalp analyses confirmed subtle yet significant split-second changes in the configuration of neural sources for both domain-general P3s and switch positivities as a function of both the temporal and task context. These findings partly meet predictions from information estimates, and are compatible with a family of P3-like potentials indexing functionally distinct neural operations within a common frontoparietal "multiple demand" system during the preparation and execution of simple task rules. © 2016 Society for Psychophysiological Research.

  11. Affective and cognitive theory of mind abilities in youth with borderline personality disorder or major depressive disorder.

    Science.gov (United States)

    Tay, Sarah-Ann; Hulbert, Carol A; Jackson, Henry J; Chanen, Andrew M

    2017-09-01

    Theory of mind (ToM) is an important social cognitive ability that has been investigated in BPD, with inconsistent findings indicating impaired, comparable, and enhanced ToM in BPD. This study aimed to clarify and extend previous findings by investigating affective and cognitive ToM abilities in youth early in the course of BPD, by including a clinical comparison group of youth with major depressive disorder (MDD). Female participants aged 15-24 years diagnosed with BPD (n = 41) or MDD (n = 37) completed the Reading the Mind in the Eyes Test (RMET) and Happé's Cartoon Task, measures of affective and cognitive dimensions of ToM, respectively. The BPD group performed significantly worse than the MDD group on the affective ToM task, even after controlling for age, intelligence and depressive symptoms. Results for cognitive ToM were not significantly different. Finding of poorer performance on a measure of affective ToM, in BPD youth, relative to youth with MDD early in the course of BPD suggest a developmental failure of sociocognitive abilities needed for mentalising and which are theorised as giving rise to core features of BPD. Future research should employ more naturalistic paradigms to study social cognition and should assess individuals even earlier in the course of BPD. Copyright © 2017. Published by Elsevier B.V.

  12. Neural responses to affective and cognitive theory of mind in children and adolescents with autism spectrum disorder.

    Science.gov (United States)

    Kim, Eunjoo; Kyeong, Sunghyon; Cheon, Keun-Ah; Park, Bumhee; Oh, Maeng-Keun; Chun, Ji Won; Park, Hae-Jeong; Kim, Jae-Jin; Song, Dong-Ho

    2016-05-16

    Children and adolescents with Autism Spectrum Disorder (ASD) are characterized by an impaired Theory of Mind (ToM). Recent evidence suggested that two aspects of ToM (cognitive ToM versus affective ToM) are differentially impaired in individuals with ASD. In this study, we examined the neural correlates of cognitive and affective ToM in children and adolescents with ASD compared to typically developing children (TDCs). Twelve children and adolescents with ASD and 12 age, IQ matched TDCs participated in this functional MRI study. The ToM task involved the attribution of cognitive and affective mental states to a cartoon character based on verbal and eye-gaze cues. In cognitive ToM tasks, ASD participants recruited the medial prefrontal cortex (mPFC), anterior cingulate cortex (ACC), and superior temporal gyrus (STG) to a greater extent than did TDCs. In affective ToM tasks, both ASD and TDC participants showed more activation in the insula and other subcortical regions than in cognitive ToM tasks. Correlational analysis revealed that greater activation of the mPFC/ACC regions was associated with less symptom severity in ASD patients. In sum, our study suggests that the recruitment of additional prefrontal resources can compensate for the successful behavioral performance in the ToM task in ASD participants. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  13. Cognitive and Emotive Empathy in Discourse: Towards an Integrated Theory of Mind

    National Research Council Canada - National Science Library

    Martinovsky, Bilyana

    2006-01-01

    .... The study identifies discursive and linguistic features, which realize cognitive, emotive, parallel and reactive empathy and suggests that imitation, simulation and representation could be non...

  14. Application of Fuzzy theory with neutral network and cognitive map on decision making

    International Nuclear Information System (INIS)

    Hla Aung; Tin Maung

    2001-01-01

    The format reasoning involves establishment of causal relationships among concepts. These are commonly represented by cognitive maps. However, the concepts and their relationships could be fuzzy. In this paper we review some properties of fuzzy cognitive maps. This paper shows that one of the solutions is to introduce the idea of disconcepts along with concepts to arrive at reasonings that are intuitively satisfying. A neutral network architecture based on associative memory and a framework for fuzzy cognitive maps based knowledge processing tool has also been proposed. The proposed method is tested on a cognitive map of a publishing company. (author)

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

    Science.gov (United States)

    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

  16. The science of lay theories: How beliefs shape our cognition, behavior, and health

    NARCIS (Netherlands)

    Zedelius, C.M.; Müller, B.C.N.; Schooler, J.W.

    2017-01-01

    This timely and important collection broadens our understanding of the ways in which lay theories (also known as folk psychologies, implicit theories, naïve theories, or mindsets) impact our lives and social relations. Moving well beyond lay theories as applied to intelligence and achievement, this

  17. Cognitive Load Theory: An Empirical Study of Anxiety and Task Performance in Language Learning

    Science.gov (United States)

    Chen, I-Jung; Chang, Chi-Cheng

    2009-01-01

    Introduction: This study explores the relationship among three variables--cognitive load, foreign language anxiety, and task performance. Cognitive load refers to the load imposed on working memory while performing a particular task. The authors hypothesized that anxiety consumes the resources of working memory, leaving less capacity for cognitive…

  18. Social Cognition in Children with Down's Syndrome: Challenges to Research and Theory Building

    Science.gov (United States)

    Cebula, K. R.; Moore, D. G.; Wishart, J. G.

    2010-01-01

    Characterising how socio-cognitive abilities develop has been crucial to understanding the wider development of typically developing children. It is equally central to understanding developmental pathways in children with intellectual disabilities such as Down's syndrome. While the process of acquisition of socio-cognitive abilities in typical…

  19. Cognitive Reserve and Brain Maintenance: Orthogonal Concepts in Theory and Practice.

    Science.gov (United States)

    Habeck, C; Razlighi, Q; Gazes, Y; Barulli, D; Steffener, J; Stern, Y

    2017-08-01

    Cognitive Reserve and Brain Maintenance have traditionally been understood as complementary concepts: Brain Maintenance captures the processes underlying the structural preservation of the brain with age, and might be assessed relative to age-matched peers. Cognitive Reserve, on the other hand, refers to how cognitive processing can be performed regardless of how well brain structure has been maintained. Thus, Brain Maintenance concerns the "hardware," whereas Cognitive Reserve concerns "software," that is, brain functioning explained by factors beyond mere brain structure. We used structural brain data from 368 community-dwelling adults, age 20-80, to derive measures of Brain Maintenance and Cognitive Reserve. We found that Brain Maintenance and Cognitive were uncorrelated such that values on one measure did not imply anything about the other measure. Further, both measures were positively correlated with verbal intelligence and education, hinting at formative influences of the latter to both measures. We performed extensive split-half simulations to check our derived measures' statistical robustness. Our approach enables the out-of-sample quantification of Brain Maintenance and Cognitive Reserve for single subjects on the basis of chronological age, neuropsychological performance and structural brain measures. Future work will investigate the prognostic power of these measures with regard to future cognitive status. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

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

    Science.gov (United States)

    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

    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 the development of a Moodle-based online Emergency Medicine course, inspired by real clinical cases. Three consecutive classes (2013-2015) of sixth-year medical students (n = 304) participated in the course, during a curricular and essentially practical emergency rotation. "Virtual Rounds" provided weekly virtual patients in narrative format and meaningful schemata to chief complaints, in order to simulate real rounds at Emergency Unit. Additional activities such as Extreme Decisions, Emergency Quiz and Electrocardiographic challenge offered different views of emergency care. Authors assessed student´s participation and its correlation with their academic performance. A survey evaluated students´ opinions. Students graduating in 2015 answered an online questionnaire to investigate cognitive load and motivation. Each student produced 1965 pageviews and spent 72 hours logged on. Although Clinical Emergency rotation has two months long, students accessed the online course during an average of 5.3 months. Virtual Rounds was the most accessed activity, and there was positive correlations between the number of hours logged on the platform and final grades on Emergency Medicine. Over 90% of students felt an improvement in their clinical reasoning and considered themselves better prepared for rendering Emergency care. Considering a Likert scale from 1 (minimum load) to 7 (maximum load), the scores for total cognitive load were 4.79±2.2 for Virtual Rounds and 5.56±1.96 for real medical rounds(pcognitive and motivational conceptual frameworks, seems to be a strong tool to engage students in learning. It may support them to manage the cognitive challenges involved in clinical care and

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

    OpenAIRE

    Vivian eBohl; Vivian eBohl; Wouter evan den Bos

    2012-01-01

    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 conside...

  2. General Theory of Duality. A proposal to unifiy relativity theory, quantum mechanics and string theory - cognition for a new dynamic world view in physics

    International Nuclear Information System (INIS)

    Harder, M.

    2005-01-01

    The chase after a world formula is presently the most iridescent task for natural science. By the development of a radical new scientistic theory, unifying not only relativity and quantum theory as also astrophysics and string theory to a common view, the author lances the first serious candidate for a TOE (Theory of Everything) in the scientific discussion. The General Theory of Duality (GDT) offers not only surprising answers to fundamental questions of physics, but also discovers the smallest component of our universe, which is still known since a longer time, which we ignored: Planck's Constant. May be possible that by this book a new world view in physics can be created. (GL)

  3. Becoming Therapeutic Agents: A Grounded Theory of Mothers' Process When Implementing Cognitive Behavioural Therapy at Home with an Anxious Child.

    Science.gov (United States)

    Pishva, Rana

    2017-05-01

    The premise of parent-centred programmes for parents of anxious children is to educate and train caregivers in the sustainable implementation of cognitive behaviour therapy (CBT) in the home. The existing operationalization of parent involvement, however, does not address the systemic, parent or child factors that could influence this process. The qualitative approach of grounded theory was employed to examine patterns of action and interaction involved in the complex process of carrying out CBT with one's child in one's home. A grounded theory goes beyond the description of a process, offering an explanatory theory that brings taken-for-granted meanings and processes to the surface. The theory that emerged from the analysis suggests that CBT implementation by mothers of anxious children is characterized by the evolution of mothers' perception of their child and mothers' perception of their role as well as a shift from reacting with emotion to responding pragmatically to the child. Changes occur as mothers recognize the crisis, make links between the treatment rationale, child's symptoms and their own parenting strategies, integrate tenets of CBT for anxiety and eventually focus on sustaining therapeutic gains through natural life transitions. The theory widens our understanding of mothers' role, therapeutic engagement, process, and decision-making. The theory also generates new hypotheses regarding parent involvement in the treatment of paediatric anxiety disorders and proposes novel research avenues that aim to maximize the benefits of parental involvement in the treatment of paediatric anxiety disorders. Copyright © 2016 John Wiley & Sons, Ltd. Mothers of anxious youth who take part in parent-centred programmes experience a shift in their perception of the child and of their role. Parental strategy after CBT implementation shifts from emotional empathy to cognitive empathy. Mothers experience significant challenges and require additional support in prevention

  4. From motivation and cognition theories to everyday applications and back again: the case of product-integrated information and feedback

    Energy Technology Data Exchange (ETDEWEB)

    McCalley, L.T. [Technical Univ. Eindhoven (Netherlands)

    2003-07-01

    Various moderators of the relationship of goal setting and feedback are explored in four examples of applied empirical research. A selection of theoretical frameworks borrowed from varied disciplines guided the studies and are discussed in terms of their value to the particular questions investigated. The experiments all entailed the use of product-integrated energy feedback and illustrate a progressive understanding of how goals, feedback and other information provided to the user can generate or support better energy conservation. Experiment 1 exemplifies the successful use of combining goal setting and feedback and provides a basic understanding of the interaction from the perspectives of goal setting theory and Feedback Intervention Theory (FIT). Experiment 2 compares FIT to another, fundamentally different, cognitive framework, and the minimal justification principle. The study gives insight into how goals and feedback work through attention focus and the goal hierarchy to guide behaviour, the role of attitude in this process, and offers evidence that FIT better accounts for task specific conservation behaviour. Experiment 3 addresses the role of goals and information in strategy planning through the perspective of goal setting theory. Results of this study suggest the need for more development of the basic theory and illustrate the strong motivational properties of having a goal. Experiment 4 investigates a more fundamental process, anchoring bias, taken from decision theory and the theory of rational choice. This experiment was based again on FIT and provided further evidence of behavioural control through the focus of attention at a particular level of the goal hierarchy.

  5. From motivation and cognition theories to everyday applications and back again. The case of product-integrated information and feedback

    Energy Technology Data Exchange (ETDEWEB)

    McCalley, L.T. [Technical University Eindhoven/ TUE, Eindhoven (Netherlands)

    2003-07-01

    Various moderators of the relationship of goal setting and feedback are explored in four examples of applied empirical research. A selection of theoretical frameworks borrowed from varied disciplines guided the studies and are discussed in terms of their value to the particular questions investigated. The experiments all entailed the use of product-integrated energy feedback and illustrate a progressive understanding of how goals, feedback and other information provided to the user can generate or support better energy conservation. Experiment 1 exemplifies the successful use of combining goal setting and feedback and provides a basic understanding of the interaction from the perspectives of goal setting theory and Feedback Intervention Theory (FIT). Experiment 2 compares FIT to another, fundamentally different, cognitive framework, and the minimal justification principle. The study gives insight into how goals and feedback work through attention focus and the goal hierarchy to guide behaviour, the role of attitude in this process, and offers evidence that FIT better accounts for task specific conservation behaviour. Experiment 3 addresses the role of goals and information in strategy planning through the perspective of goal setting theory. Results of this study suggest the need for more development of the basic theory and illustrate the strong motivational properties of having a goal. Experiment 4 investigates a more fundamental process, anchoring bias, taken from decision theory and the theory of rational choice. This experiment was based again on FIT and provided further evidence of behavioural control through the focus of attention at a particular level of the goal hierarchy.

  6. Combined social cognitive and neurocognitive rehabilitation strategies in schizophrenia: neuropsychological and psychopathological influences on Theory of Mind improvement.

    Science.gov (United States)

    Bechi, M; Bosia, M; Spangaro, M; Buonocore, M; Cocchi, F; Pigoni, A; Piantanida, M; Guglielmino, C; Bianchi, L; Smeraldi, E; Cavallaro, R

    2015-11-01

    Neurocognitive and social cognitive impairments represent important treatment targets in schizophrenia, as they are significant predictors of functional outcome. Different rehabilitative interventions have recently been developed, addressing both cognitive and psychosocial domains. Although promising, results are still heterogeneous and predictors of treatment outcome are not yet identified. In this study we evaluated the efficacy of two newly developed social cognitive interventions, respectively based on the use of videotaped material and comic strips, combined with domain-specific Cognitive Remediation Therapy (CRT). We also analysed possible predictors of training outcome, including basal neurocognitive performance, the degree of cognitive improvement after CRT and psychopathological variables. Seventy-five patients with schizophrenia treated with CRT, were randomly assigned to: social cognitive training (SCT) group, Theory of Mind Intervention (ToMI) group, and active control group (ACG). ANOVAs showed that SCT and ToMI groups improved significantly in ToM measures, whereas the ACG did not. We reported no influences of neuropsychological measures and improvement after CRT on changes in ToM. Both paranoid and non-paranoid subjects improved significantly after ToMI and SCT, without differences between groups, despite the better performance in basal ToM found among paranoid patients. In the ACG only non-paranoid patients showed an improvement in non-verbal ToM. Results showed that both ToMI and SCT are effective in improving ToM in schizophrenia with no influence of neuropsychological domains. Our data also suggest that paranoid symptoms may discriminate between different types of ToM difficulties in schizophrenia.

  7. Theory of mind and emotional functioning in fibromyalgia syndrome: an investigation of the relationship between social cognition and executive function.

    Science.gov (United States)

    Di Tella, Marialaura; Castelli, Lorys; Colonna, Fabrizio; Fusaro, Enrico; Torta, Riccardo; Ardito, Rita B; Adenzato, Mauro

    2015-01-01

    Fibromyalgia (FM) is a syndrome primarily characterised by chronic, widespread musculoskeletal pain. In the aetiology of this syndrome a crucial role is played by complex interactions among biological, genetic, psychological, and socio-cultural factors. Recently, researchers have started to explore emotional functioning in FM, with their attention focused on alexithymia, a personality construct that affects the regulation of a person's own emotions. On the other hand, the detection and experience of emotional signals from other people have only been sparsely investigated in FM syndrome and no studies have investigated the ability to represent other people's mental states (i.e. Theory of Mind, ToM) in these patients. Here we present the first study investigating a large set of social-cognitive abilities, and the possible relationships between these abilities and the performance on executive-function tasks, in a homogenous sample of patients with FM. Forty women with FM and forty-one healthy women matched for education and age were involved in the study. Social cognition was assessed with a set of validated experimental tasks. Measures of executive function were used to test the correlations between this dimension and the social-cognitive profile of patients with FM. Relationships between social-cognitive abilities and demographic, clinical and psychological variables were also investigated. Patients with FM have impairments both in the regulation of their own affect and in the recognition of other's emotions, as well as in representing other people's mental states. No significant correlations were found between social cognition tasks and the subcomponents of the executive function that were analysed. The results show the presence of several impairments in social cognition skills in patients with FM, which are largely independent of both executive function deficits and symptoms of psychological distress. The impairments reported highlight the importance of adequately

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

    Science.gov (United States)

    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.

  9. A Test of Social Cognitive Theory to Explain Men's Physical Activity During a Gender-Tailored Weight Loss Program.

    Science.gov (United States)

    Young, Myles D; Plotnikoff, Ronald C; Collins, Clare E; Callister, Robin; Morgan, Philip J

    2016-11-01

    Physical inactivity is a leading contributor to the burden of disease in men. Social-cognitive theories may improve physical activity (PA) interventions by identifying which variables to target to maximize intervention impact. This study tested the utility of Bandura's social cognitive theory (SCT) to explain men's PA during a 3-month weight loss program. Participants were 204 overweight/obese men (M [SD] age = 46.6 [11.3] years; body mass index = 33.1 [3.5] kg/m 2 ). A longitudinal, latent variable structural equation model tested the associations between SCT constructs (i.e., self-efficacy, outcome expectations, intention, and social support) and self-reported moderate-to-vigorous PA (MVPA) and examined the total PA variance explained by SCT. After controlling for Time 1 cognitions and behavior, the model fit the data well (χ 2 = 73.9, degrees of freedom = 39, p social support. This study provides some evidence supporting the tenets of SCT when examining PA behavior in overweight and obese men. Future PA and weight loss interventions for men may benefit by targeting self-efficacy and intention, but the utility of targeting social support and outcome expectations requires further examination. © The Author(s) 2015.

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

    Science.gov (United States)

    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.

  11. Load theory behind the wheel: an experimental application of a cognitive model to simulated driving

    OpenAIRE

    Murphy, Gillian

    2017-01-01

    Load Theory is a prominent model of selective attention first proposed over twenty years ago. Load Theory is supported by a great many experimental and neuroimaging studies. There is however, little evidence that Load Theory can be applied to real world attention, though it has great practical potential. Driving, as an everyday task where failures of attention can have profound consequences, stands to benefit from the understanding of selective attention that Load Theory provides. The aim of ...

  12. Action Mechanisms for Social Cognition: Behavioral and Neural Correlates of Developing Theory of Mind

    Science.gov (United States)

    Bowman, Lindsay C.; Thorpe, Samuel G.; Cannon, Erin N.; Fox, Nathan A.

    2017-01-01

    Many psychological theories posit foundational links between two fundamental constructs: (1) our ability to produce, perceive, and represent action; and (2) our ability to understand the meaning and motivation behind the action (i.e. Theory of Mind; ToM). This position is contentious, however, and long-standing competing theories of…

  13. Using social cognitive theory to explain consumers' behavioral intentions in response to direct-to-consumer prescription drug advertising.

    Science.gov (United States)

    Young, Henry N; Lipowski, Earlene E; Cline, Rebecca J W

    2005-06-01

    Previous research describing consumers' communication behaviors in response to direct-to-consumer advertising (DTCA) suggests a social cognitive rationale to explain DTCA-related communication behavior. Guided by social cognitive theory, the objective of this study was to explore outcome expectancy and self-efficacy beliefs as predictors of individuals' intentions to communicate with their physicians about an advertised drug. One hundred and seven female college students completed a questionnaire, read an advertisement for an oral contraceptive drug, and completed a second questionnaire. The questionnaires assessed participants' self-efficacy and outcome expectancy beliefs, intended communication behavior, and demographic information. Pearson product-moment correlation analyses showed that outcome expectancy (r=0.75, Pbehavior (B=1.56, Padvertised drug [t(106)=14.75, Pconsumers' plans for interacting with physicians in response to DTCA. Health care providers can use these results to guide communication with patients regarding DTCA and meet patients' drug-related informational expectations.

  14. Mediation of social cognitive theory variables in the relationship of exercise and improved eating in sedentary adults with severe obesity.

    Science.gov (United States)

    Annesi, James J; Tennant, Gisèle A

    2013-01-01

    Results from behavioral treatments for obesity have been disappointing due to an inability to sustain healthy eating. The concurrent use of theory, research, and practical application has the potential of reducing overeating through innovative treatments. When overweight individuals begin an exercise program their eating tends to improve, however, the basis of this relationship is not determined. If the psychosocial mediators of the relationship between exercise and improved eating are better understood, supported exercise may be a key component for improving the efficacy of behavioral weight management treatments. In Phase 1 of this research, psychosocial variables derived from social cognitive theory were tested as possible mediators of the relationship of exercise participation with increased fruit and vegetable intake in severely obese adults initiating a 26-week treatment of supported exercise and standard nutrition education (n = 161). Change in self-regulation for healthy eating and self-regulation at treatment end was a strong mediator; with the addition of mood and self-efficacy for healthy eating being additional mediators that notably increased effect ratios. In Phase 2, participants in a cognitive-behavioral nutrition treatment tailored to improve the identified mediators (n = 163) were contrasted with the original group. The cognitive-behavioral nutrition treatment was associated with significantly greater increases than standard nutrition education in self-regulation, p = 0.023, CIs [4.69, 6.48], and [3.19, 5.02], respectively; self-efficacy, p = 0.013, CIs [19.72, 29.41], and [11.70, 20.71], respectively; and a marginally significant decrease in negative mood, p = 0.062, CIs [-14.26, -9.36], and [-10.90, -6.45], respectively. Findings served to inform treatment designs concerning the use of supported exercise and cognitive-behavioral means to derive better outcomes related to nutrition and weight loss in individuals with severe

  15. 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.

  16. Breastfeeding initiation: An in-depth qualitative analysis of the perspectives of women and midwives using Social Cognitive Theory.

    Science.gov (United States)

    Edwards, M E; Jepson, R G; McInnes, R J

    2018-02-01

    to explore women's and midwives' expectations, knowledge and experiences of breastfeeding initiation using Social Cognitive Theory. a qualitative study using focus group discussions and individual interviews. Breastfeeding initiation was defined for this study as a process within the first 48hours after birth. Data were analysed using qualitative inductive analysis then further deductive analysis using Social Cognitive Theory (SCT). a purposefully selected sample of primigravid antenatal and postnatal women (n=18) and practising midwives (n=18) from one Health Board area in Scotland. attachment of the baby to the breast at birth was hindered by sleepy babies and the busy unfamiliar hospital environment. These resulted in mothers struggling to maintain their motivation to breastfeed and to develop low self-efficacy. Instinctive attachment was rare. Midwives who considered it was normal for babies to be sleepy and unable to attach or feed at birth did not facilitate instinctive baby behaviour. Midwives sometimes experienced lack of autonomy and environmental circumstances that made women centred care difficult. Furthermore caring for high numbers of women, dependent on their help, resulted in reduced self-efficacy for providing effective breastfeeding support. interviewing both women and midwives specifically about initiation of breastfeeding has allowed for deeper insights into this critical period and enabled a comparison between the data obtained from mothers and midwives. The findings suggest that instinctive attachment is not an expectation of either mothers or midwives and results in a loss of breastfeeding confidence in both. to facilitate initiation there is a need for more research to develop appropriate maternal and midwifery skills, and make changes to the cultural environment in hospitals. Social Cognitive Theory could be used as a framework in both the antenatal and immediate postnatal period to develop strategies and materials to increase women's and

  17. Dual-process models of health-related behaviour and cognition: a review of theory.

    Science.gov (United States)

    Houlihan, S

    2018-03-01

    The aim of this review was to synthesise a spectrum of theories incorporating dual-process models of health-related behaviour. Review of theory, adapted loosely from Cochrane-style systematic review methodology. Inclusion criteria were specified to identify all relevant dual-process models that explain decision-making in the context of decisions made about human health. Data analysis took the form of iterative template analysis (adapted from the conceptual synthesis framework used in other reviews of theory), and in this way theories were synthesised on the basis of shared theoretical constructs and causal pathways. Analysis and synthesis proceeded in turn, instead of moving uni-directionally from analysis of individual theories to synthesis of multiple theories. Namely, the reviewer considered and reconsidered individual theories and theoretical components in generating the narrative synthesis' main findings. Drawing on systematic review methodology, 11 electronic databases were searched for relevant dual-process theories. After de-duplication, 12,198 records remained. Screening of title and abstract led to the exclusion of 12,036 records, after which 162 full-text records were assessed. Of those, 21 records were included in the review. Moving back and forth between analysis of individual theories and the synthesis of theories grouped on the basis of theme or focus yielded additional insights into the orientation of a theory to an individual. Theories could be grouped in part on their treatment of an individual as an irrational actor, as social actor, as actor in a physical environment or as a self-regulated actor. Synthesising identified theories into a general dual-process model of health-related behaviour indicated that such behaviour is the result of both propositional and unconscious reasoning driven by an individual's response to internal cues (such as heuristics, attitude and affect), physical cues (social and physical environmental stimuli) as well as

  18. Refining Measurement of Social Cognitive Theory Factors Associated with Exercise Adherence in Head and Neck Cancer Patients.

    Science.gov (United States)

    Rogers, Laura Q; Fogleman, Amanda; Verhulst, Steven; Bhugra, Mudita; Rao, Krishna; Malone, James; Robbs, Randall; Robbins, K Thomas

    2015-01-01

    Social cognitive theory (SCT) measures related to exercise adherence in head and neck cancer (HNCa) patients were developed. Enrolling 101 HNCa patients, psychometric properties and associations with exercise behavior were examined for barriers self-efficacy, perceived barriers interference, outcome expectations, enjoyment, and goal setting. Cronbach's alpha ranged from.84 to.95; only enjoyment demonstrated limited test-retest reliability. Subscales for barriers self-efficacy (motivational, physical health) and barriers interference (motivational, physical health, time, environment) were identified. Multiple SCT constructs were cross-sectional correlates and prospective predictors of exercise behavior. These measures can improve the application of the SCT to exercise adherence in HNCa patients.

  19. A cognitive-affective system theory of personality: reconceptualizing situations, dispositions, dynamics, and invariance in personality structure.

    Science.gov (United States)

    Mischel, W; Shoda, Y

    1995-04-01

    A theory was proposed to reconcile paradoxical findings on the invariance of personality and the variability of behavior across situations. For this purpose, individuals were assumed to differ in (a) the accessibility of cognitive-affective mediating units (such as encodings, expectancies and beliefs, affects, and goals) and (b) the organization of relationships through which these units interact with each other and with psychological features of situations. The theory accounts for individual differences in predictable patterns of variability across situations (e.g., if A then she X, but if B then she Y), as well as for overall average levels of behavior, as essential expressions or behavioral signatures of the same underlying personality system. Situations, personality dispositions, dynamics, and structure were reconceptualized from this perspective.

  20. Une proposition de nouveau cartogramme

    Directory of Open Access Journals (Sweden)

    Raymond Badel

    1990-05-01

    Full Text Available Le cartogramme proposé est une technique de recherche-exploration rapide grâce aux possibilités offertes par le micro-ordinateur et sa diffusion. La propriété foncière en vallée d'Aure lui sert de support.

  1. Social cognitive aspects of the participation in workplace health promotion as revealed by the theory of planned behavior.

    Science.gov (United States)

    Röttger, Stefan; Maier, Johanna; Krex-Brinkmann, Larissa; Kowalski, Jens T; Krick, Annika; Felfe, Jörg; Stein, Michael

    2017-12-01

    Health-promoting efforts strongly depend on individual cognitions such as attitudes as well as social cognitive aspects of the work environment such as leadership and support. Using the theory of planned behavior (TPB) as a theoretical frame, participation behavior of employees in courses offered by the workplace health promotion (WHP) program of the German Armed Forces was investigated. Social cognitive aspects of the work environment, such as leadership behaviors by setting an example or optimizing organization of work, were included in the TPB components of subjective norm and perceived behavioral control, which allowed for an investigation of the specific effects of leadership on WHP participation. A survey study with N=1385 members of the German Armed Forces was conducted in 2015 in Germany. Results showed that perceived behavioral control and attitudes towards WHP were the strongest predictors for WHP participation. While subjective norm was positively related to attitudes, it had a slightly negative effect on intention to participate in WHP activities. These findings suggest that the most effective way for leadership to increase WHP participation is to enhance perceived behavioral control. Quite contrary, creating a positive subjective norm regarding WHP participation may even result in psychological reactance. Copyright © 2017 Elsevier Inc. All rights reserved.

  2. Epistemology – the Theory of Knowledge or Knowing? Appreciating Gregory Bateson’s Contribution to the Cartography of Human Cognition

    Directory of Open Access Journals (Sweden)

    Zdzislaw Wasik

    2017-01-01

    Full Text Available This article aims at a confrontation of two approaches to epistemology in order to answer the question posed in its title whether the theory of knowledge should focus on static or dynamic aspects of human cognition. In the first part, the author presents a metascientific understanding of epistemology defined in his own works as an ordered set of investigative perspectives, which practicing researchers have at their disposal when they are interested to attain a specific state of knowledge, or to support their beliefs about the nature of investigative domains with regard to the existence forms and accessibility of investigated objects. And, in the second, the subject matter of a more detailed presentation constitutes a psychophysiological approach to epistemology pertaining to the human organism preoccupied with sensorial and mental activities as a cognizing subject who aims at achieving a certain kind of information about reality. Common for both approaches to epistemology is the attainment of experiential knowledge. However, when the metascientific epistemology refers to a dispositional-perspectivistic state of knowledge acquired in cognition, the attention of the psychophysiological epistemology is paid to cognitive-constructivists activities of human organisms as subject acquiring their knowledge through personal experiences.

  3. A Knowledge Conversion Model Based on the Cognitive Load Theory for Architectural Design Education

    Science.gov (United States)

    Wu, Yun-Wu; Liao, Shin; Wen, Ming-Hui; Weng, Kuo-Hua

    2017-01-01

    The education of architectural design requires balanced curricular arrangements of respectively theoretical knowledge and practical skills to really help students build their knowledge structures, particularly helping them in solving the problems of cognitive load. The purpose of this study is to establish an architectural design knowledge…

  4. An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

    Science.gov (United States)

    Lai, Chih-Hung; Chu, Chih-Ming; Liu, Hsiang-Hsuan; Yang, Shun-Bo; Chen, Wei-Hsuan

    2013-01-01

    This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The…

  5. Variation in the Anthropomorphization of Supernatural Beings and Its Implications for Cognitive Theories of Religion

    Science.gov (United States)

    Shtulman, Andrew

    2008-01-01

    The cognitive study of religion has been highly influenced by P. Boyer's (2001, 2003) claim that supernatural beings are conceptualized as persons with counterintuitive properties. The present study tests the generality of this claim by exploring how different supernatural beings are conceptualized by the same individual and how different…

  6. Spanish High School Students' Interests in Technology: Applying Social Cognitive Career Theory

    Science.gov (United States)

    Inda-Caro, Mercedes; Rodríguez-Menéndez, Carmen; Peña-Calvo, José-Vicente

    2016-01-01

    The authors have examined the relative contribution of personal (emotional state, gender-role attitudes), contextual (perceived social supports and barriers), and cognitive (self-efficacy beliefs, outcome expectations) variables to technological interests in a sample (N = 2,364) of 10th-grade Spanish students. The results of path analysis…

  7. Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students' Expertise

    Science.gov (United States)

    Blayney, Paul; Kalyuga, Slava; Sweller, John

    2015-01-01

    Tailoring of instructional methods to learner levels of expertise may reduce extraneous cognitive load and improve learning. Contemporary technology-based learning environments have the potential to substantially enable learner-adapted instruction. This paper investigates the effects of adaptive instruction based on using the isolated-interactive…

  8. High-Achieving, Cognitively Disengaged Middle Level Mathematics Students: A Self-Determination Theory Perspective

    Science.gov (United States)

    Bourgeois, Steven J.; Boberg, John Eric

    2016-01-01

    A substantial body of research has shown that academic intrinsic motivation/cognitive engagement decreases from grades three through eight (Lepper, Corpus, & Iyengar, 2005). This phenomenon is troubling if education is to be viewed as a process through which learning goals become gradually internalized and connected with one's sense of self.…

  9. Integrating Motivational Interviewing and Self-Determination Theory with Cognitive Behavioral Therapy to Prevent Suicide

    Science.gov (United States)

    Britton, Peter C.; Patrick, Heather; Wenzel, Amy; Williams, Geoffrey C.

    2011-01-01

    Cognitive behavioral therapy (CBT) has been found to be effective in preventing suicide-related behavior. However, it is often difficult to engage patients who are at-risk in treatment. Motivational Interviewing (MI) has been shown to increase treatment engagement and improve treatment outcomes when it is used to complement other treatments. As a…

  10. Cognitive Models of Risky Choice: Parameter Stability and Predictive Accuracy of Prospect Theory

    Science.gov (United States)

    Glockner, Andreas; Pachur, Thorsten

    2012-01-01

    In the behavioral sciences, a popular approach to describe and predict behavior is cognitive modeling with adjustable parameters (i.e., which can be fitted to data). Modeling with adjustable parameters allows, among other things, measuring differences between people. At the same time, parameter estimation also bears the risk of overfitting. Are…

  11. Aspects of Cognitive Complexity Theory and Research as Applied to a Managerial Decision Making Simulation

    Science.gov (United States)

    1985-09-01

    existence of at least a limited typography : Some degree of generality of cognitive style across domains was obtained. Which style is utilized in a...obtained results indicating that complexity is related to affect and dispersion of affect ratings for brands of toothpaste and automobiles. Specifically

  12. When paradigms collide at the road rail interface: evaluation of a sociotechnical systems theory design toolkit for cognitive work analysis.

    Science.gov (United States)

    Read, Gemma J M; Salmon, Paul M; Lenné, Michael G

    2016-09-01

    The Cognitive Work Analysis Design Toolkit (CWA-DT) is a recently developed approach that provides guidance and tools to assist in applying the outputs of CWA to design processes to incorporate the values and principles of sociotechnical systems theory. In this paper, the CWA-DT is evaluated based on an application to improve safety at rail level crossings. The evaluation considered the extent to which the CWA-DT met pre-defined methodological criteria and aligned with sociotechnical values and principles. Both process and outcome measures were taken based on the ratings of workshop participants and human factors experts. Overall, workshop participants were positive about the process and indicated that it met the methodological criteria and sociotechnical values. However, expert ratings suggested that the CWA-DT achieved only limited success in producing RLX designs that fully aligned with the sociotechnical approach. Discussion about the appropriateness of the sociotechnical approach in a public safety context is provided. Practitioner Summary: Human factors and ergonomics practitioners need evidence of the effectiveness of methods. A design toolkit for cognitive work analysis, incorporating values and principles from sociotechnical systems theory, was applied to create innovative designs for rail level crossings. Evaluation results based on the application are provided and discussed.

  13. Survey of osteoporosis preventive behaviors among women in Fasa: The Application of the Health Belief Model and Social Cognitive Theory

    Directory of Open Access Journals (Sweden)

    Ali Khani Jeihooni

    2016-04-01

    self-regulation, social protection of social cognitive theory, and questionnaire of functional feeding and walking were determined to prevent osteoporosis in women. The data were analyzed using SPSS 16 software. Results: The average age of women was 40/9± 6/2 years. The variables of perceived susceptibility, motivation, social support and self-regulation for walking behavior and variables of perceived sensitivity and self-regulation for feeding behavior were predicted. There was a significant association between walking performance and perceived susceptibility (B=0.252 ,p=0/007, motivation (B=0.235 ,p=0.009, social support (B=0.078 ,p=0.030 and Self-regulation (B=0.105 ,p=0.007. In this study, there was a significant association between nutritional performance and perceived susceptibility (B=0.10,p=0.02, self-regulation (r=0.069 ,p=0.050. The variables under study expressed 29/1% of the variance in walking behavior and 20/2% of the variance in feeding behavior in osteoporosis prevention. Conclusion: The study indicated that perceived susceptibility, motivation, self-regulation and social support, otherwise more people might have osteoporosis preventive behaviors better .Health Belief Model and Social Cognitive Theory can be used as a framework for designing and implementing educational interventions for the prevention of osteoporosis in women and can help to improve and maintain their health.

  14. [Effects of a 'theory of mind' cognitive development pilot programme in three children with autism: emotional component].

    Science.gov (United States)

    Villanueva-Bonilla, Cristian; Bonilla-Santos, Jasmín; Arana-Guzmán, Fernanda; Ninco-Cuenca, Ingrid; Quintero-Lozano, Andrea

    2016-03-16

    Theory of mind is defined as the capacity to predict, understand and act when faced with other people's behaviour, their knowledge, their intentions, their emotions and their beliefs. It is proposed as a feasible alternative for establishing a programme adapted to the characteristics of children diagnosed with autism spectrum disorder. The effect of a 'theory of mind' cognitive development pilot programme on the emotional skills of three children with autism spectrum disorder is reported. Case 1: 9-year-old boy, with scarce emotional identification and expression, as well as difficulties to hold fluent and coherent conversations. Case 2: 10-year-old boy, with mechanical, not very fluent language, and difficulties to start and maintain a conversation. Case 3: 8-year-old girl who presents deficits in the non-verbal communicative behaviours used in social interaction and difficulties to adapt to situations other than everyday ones. In the three cases there is an improvement in the emotional capacities following implementation of the programme; moreover, their parents, teachers or therapists perceived positive changes in the children's adaptive skills. The methodological and structural aspects of the cognitive development programme were well-suited to the children with autism who took part in the research study. Due to the preliminary nature of this study, it is suggested that future research should utilise a larger sample and a double-blind design with randomised case-controls that allow the findings to be generalised.

  15. 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.

  16. From motivation and cognition theories to everyday applications and back again: the case of product-integrated information and feedback

    Energy Technology Data Exchange (ETDEWEB)

    McCalley, L.T. [Technical University Eindhoven/TUE, Den Dolech 2, P.O. Box 513, Eindhoven 5600 MB (Netherlands)

    2006-01-01

    Various moderators of the relationship of goal setting and feedback are explored in four examples of applied empirical research. A selection of theoretical frameworks adapted from varied disciplines guided the studies and are discussed in terms of their value to the particular questions investigated. The experiments all entailed the use of product-integrated energy feedback and illustrate a progressive understanding of how goals, feedback and other information provided to the user can generate or support better energy conservation. Experiment 1 exemplifies the successful use of combining goal setting and feedback, and provides a basic understanding of the interaction from the perspectives of goal setting theory and feedback intervention theory (FIT). Experiment 2 compares FIT to another, fundamentally different, cognitive framework, and the minimal justification principle. The study gives insight into how goals and feedback work through attention focus and the goal hierarchy to guide behavior, the role of attitude in this process, and offers evidence that FIT better accounts for task specific conservation behavior. Experiment 3 addresses the role of goals and information in strategy planning through the perspective of goal setting theory. Results of this study suggest the need for more development of the basic theory and illustrate the strong motivational properties of having a goal. Experiment 4 investigates a more fundamental process, anchoring bias, taken from decision theory and the theory of rational choice. This experiment was based again on FIT and provided further evidence of behavioral control through the focus of attention at a particular level of the goal hierarchy. Findings are discussed in terms of potential energy savings and policy development impact. (author)

  17. From motivation and cognition theories to everyday applications and back again: the case of product-integrated information and feedback

    International Nuclear Information System (INIS)

    McCalley, L.T.

    2006-01-01

    Various moderators of the relationship of goal setting and feedback are explored in four examples of applied empirical research. A selection of theoretical frameworks adapted from varied disciplines guided the studies and are discussed in terms of their value to the particular questions investigated. The experiments all entailed the use of product-integrated energy feedback and illustrate a progressive understanding of how goals, feedback and other information provided to the user can generate or support better energy conservation. Experiment 1 exemplifies the successful use of combining goal setting and feedback, and provides a basic understanding of the interaction from the perspectives of goal setting theory and feedback intervention theory (FIT). Experiment 2 compares FIT to another, fundamentally different, cognitive framework, and the minimal justification principle. The study gives insight into how goals and feedback work through attention focus and the goal hierarchy to guide behavior, the role of attitude in this process, and offers evidence that FIT better accounts for task specific conservation behavior. Experiment 3 addresses the role of goals and information in strategy planning through the perspective of goal setting theory. Results of this study suggest the need for more development of the basic theory and illustrate the strong motivational properties of having a goal. Experiment 4 investigates a more fundamental process, anchoring bias, taken from decision theory and the theory of rational choice. This experiment was based again on FIT and provided further evidence of behavioral control through the focus of attention at a particular level of the goal hierarchy. Findings are discussed in terms of potential energy savings and policy development impact

  18. Understanding Social Situations (USS): A proof-of-concept social-cognitive intervention targeting theory of mind and attributional bias in individuals with psychosis.

    Science.gov (United States)

    Fiszdon, Joanna M; Roberts, David L; Penn, David L; Choi, Kee-Hong; Tek, Cenk; Choi, Jimmy; Bell, Morris D

    2017-03-01

    In this proof-of-concept trial, we examined the feasibility and preliminary efficacy of Understanding Social Situations (USS), a new social-cognitive intervention that targets higher level social-cognitive skills using methods common to neurocognitive remediation, including drill and practice and hierarchically structured training, which may compensate for the negative effects of cognitive impairment on learning. Thirty-eight individuals with schizophrenia spectrum disorders completed the same baseline assessment of cognitive and social-cognitive functioning twice over a 1-month period to minimize later practice effects, then received 7-10 sessions of USS training, and then completed the same assessment again at posttreatment. USS training was well tolerated and received high treatment satisfaction ratings. Large improvements on the USS Skills Test, which contained items similar to but not identical to training stimuli, suggest that we were effective in teaching specific training content. Content gains generalized to improvements on some of the social-cognitive tasks, including select measures of attributional bias and theory of mind. Importantly, baseline neurocognition did not impact the amount of learning during USS (as indexed by the USS Skills Test) or the amount of improvement on social-cognitive measures. USS shows promise as a treatment for higher level social-cognitive skills. Given the lack of relationship between baseline cognition and treatment effects, it may be particularly appropriate for individuals with lower range cognitive function. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  19. How social cognitive theory can help oncology-based health professionals promote physical activity among breast cancer survivors.

    Science.gov (United States)

    Short, C E; James, E L; Plotnikoff, R C

    2013-08-01

    The majority of post treatment breast cancer survivors do not engage in physical activity (PA) at the recommended level. The promotion of PA among this group has the potential to dramatically improve quality of life and health outcomes. To maximise effectiveness, programs should be theory-based and address key determinants of PA behaviour. Social Cognitive Theory (SCT) has shown particular promise for developing and guiding PA interventions, but future research regarding how each SCT construct relates to PA among this group is needed. This study aims to explore how core SCT constructs impact on PA participation among post treatment breast cancer survivors, and gain greater insights into how to shape PA program strategies that will be appealing and effective for this group. Post treatment breast cancer survivors were recruited from the Breast Cancer Network Australia's review and survey group. Semi-structured telephone interviews examined PA patterns and SCT constructs and data were analysed thematically. Eight post treatment breast cancer survivors participated in the study. Changes in activity level since diagnosis were common; in most cases this reflected a decline in PA. Key social cognitive and environmental influences on PA were described under the following themes: knowledge, outcome expectations, self-efficacy and personal, behavioural and environment facilitators and inhibitors. The results of this study demonstrate the utility of SCT for guiding PA programs. Insight into how social cognitive factors may influence PA behaviour in this group is offered and direction for how oncology-based health professionals can promote PA among breast cancer survivors is provided. Copyright © 2012 Elsevier Ltd. All rights reserved.

  20. Social cognition: empirical contribution. The developmental building blocks of psychopathic traits: revisiting the role of theory of mind.

    Science.gov (United States)

    Sharp, Carla; Vanwoerden, Salome

    2014-02-01

    In the context of personality disorder development, theories of typical and atypical development both emphasize social cognition as an important building block for personality development. Prior claims of intact theory of mind (ToM) abilities in psychopathic individuals have relied upon a narrow conception of ToM as equivalent to "cognitive empathy." In this article, the authors make use of a broader conception of ToM comprising top-down and bottom-up processing, as well as the fractionation of ToM in terms of reduced or excessive ToM function, to examine relationships between ToM and psychopathic traits. A total of 342 adolescents (ages 12-17; Mage 15.39; SD = 1.45; 61.5% females) completed the Movie Assessment for Social Cognition (Dziobek, Fleck, Kalbe, et al., 2006) and the Child Eyes Test (Baron-Cohen, Wheelwright, Hill, Raste, & Plumb, 2001) in addition to three measures of psychopathic traits. Results demonstrated unique relations between the affective components of psychopathy (callous-unemotional traits [CU traits]) and impairment in both top-down and bottom-up ToM. In addition, excessive ToM related to affective components of psychopathy, while reduced or no ToM related to behavioral components of psychopathy. In mediational analyses, bottom-up ToM was shown to be necessary for top-town ToM in its relation with CU traits. Taken together, these results from the study lend support to revisiting the link between ToM and psychopathy.

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

    Science.gov (United States)

    Raedeke, Thomas D; Dlugonski, Deirdre

    2017-12-01

    This study was designed to compare a low versus high theoretical fidelity pedometer intervention applying social-cognitive theory on step counts and self-efficacy. Fifty-six public university employees participated in a 10-week randomized controlled trial with 2 conditions that varied in theoretical fidelity. Participants in the high theoretical fidelity condition wore a pedometer and participated in a weekly group walk followed by a meeting to discuss cognitive-behavioral strategies targeting self-efficacy. Participants in the low theoretical fidelity condition met for a group walk and also used a pedometer as a motivational tool and to monitor steps. Step counts were assessed throughout the 10-week intervention and after a no-treatment follow-up (20 weeks and 30 weeks). Self-efficacy was measured preintervention and postintervention. Participants in the high theoretical fidelity condition increased daily steps by 2,283 from preintervention to postintervention, whereas participants in the low fidelity condition demonstrated minimal change during the same time period (p = .002). Individuals attending at least 80% of the sessions in the high theoretical fidelity condition showed an increase of 3,217 daily steps (d = 1.03), whereas low attenders increased by 925 (d = 0.40). Attendance had minimal impact in the low theoretical fidelity condition. Follow-up data revealed that step counts were at least somewhat maintained. For self-efficacy, participants in the high, compared with those in the low, theoretical fidelity condition showed greater improvements. Findings highlight the importance of basing activity promotion efforts on theory. The high theoretical fidelity intervention that included cognitive-behavioral strategies targeting self-efficacy was more effective than the low theoretical fidelity intervention, especially for those with high attendance.

  2. 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.

  3. Cognitive decision errors and organization vulnerabilities in nuclear power plant safety management: Modeling using the TOGA meta-theory framework

    International Nuclear Information System (INIS)

    Cappelli, M.; Gadomski, A. M.; Sepiellis, M.; Wronikowska, M. W.

    2012-01-01

    In the field of nuclear power plant (NPP) safety modeling, the perception of the role of socio-cognitive engineering (SCE) is continuously increasing. Today, the focus is especially on the identification of human and organization decisional errors caused by operators and managers under high-risk conditions, as evident by analyzing reports on nuclear incidents occurred in the past. At present, the engineering and social safety requirements need to enlarge their domain of interest in such a way to include all possible losses generating events that could be the consequences of an abnormal state of a NPP. Socio-cognitive modeling of Integrated Nuclear Safety Management (INSM) using the TOGA meta-theory has been discussed during the ICCAP 2011 Conference. In this paper, more detailed aspects of the cognitive decision-making and its possible human errors and organizational vulnerability are presented. The formal TOGA-based network model for cognitive decision-making enables to indicate and analyze nodes and arcs in which plant operators and managers errors may appear. The TOGA's multi-level IPK (Information, Preferences, Knowledge) model of abstract intelligent agents (AIAs) is applied. In the NPP context, super-safety approach is also discussed, by taking under consideration unexpected events and managing them from a systemic perspective. As the nature of human errors depends on the specific properties of the decision-maker and the decisional context of operation, a classification of decision-making using IPK is suggested. Several types of initial situations of decision-making useful for the diagnosis of NPP operators and managers errors are considered. The developed models can be used as a basis for applications to NPP educational or engineering simulators to be used for training the NPP executive staff. (authors)

  4. Cognitive decision errors and organization vulnerabilities in nuclear power plant safety management: Modeling using the TOGA meta-theory framework

    Energy Technology Data Exchange (ETDEWEB)

    Cappelli, M. [UTFISST, ENEA Casaccia, via Anguillarese 301, Rome (Italy); Gadomski, A. M. [ECONA, Centro Interuniversitario Elaborazione Cognitiva Sistemi Naturali e Artificiali, via dei Marsi 47, Rome (Italy); Sepiellis, M. [UTFISST, ENEA Casaccia, via Anguillarese 301, Rome (Italy); Wronikowska, M. W. [UTFISST, ENEA Casaccia, via Anguillarese 301, Rome (Italy); Poznan School of Social Sciences (Poland)

    2012-07-01

    In the field of nuclear power plant (NPP) safety modeling, the perception of the role of socio-cognitive engineering (SCE) is continuously increasing. Today, the focus is especially on the identification of human and organization decisional errors caused by operators and managers under high-risk conditions, as evident by analyzing reports on nuclear incidents occurred in the past. At present, the engineering and social safety requirements need to enlarge their domain of interest in such a way to include all possible losses generating events that could be the consequences of an abnormal state of a NPP. Socio-cognitive modeling of Integrated Nuclear Safety Management (INSM) using the TOGA meta-theory has been discussed during the ICCAP 2011 Conference. In this paper, more detailed aspects of the cognitive decision-making and its possible human errors and organizational vulnerability are presented. The formal TOGA-based network model for cognitive decision-making enables to indicate and analyze nodes and arcs in which plant operators and managers errors may appear. The TOGA's multi-level IPK (Information, Preferences, Knowledge) model of abstract intelligent agents (AIAs) is applied. In the NPP context, super-safety approach is also discussed, by taking under consideration unexpected events and managing them from a systemic perspective. As the nature of human errors depends on the specific properties of the decision-maker and the decisional context of operation, a classification of decision-making using IPK is suggested. Several types of initial situations of decision-making useful for the diagnosis of NPP operators and managers errors are considered. The developed models can be used as a basis for applications to NPP educational or engineering simulators to be used for training the NPP executive staff. (authors)

  5. Une question interdite

    Directory of Open Access Journals (Sweden)

    Pierre Legendre

    2003-01-01

    Full Text Available Is legal history a left-over or is it waiting for a takeover bid (just like a company in serious trouble which would allow the expression of new analyses and outlines for a better understanding of the contemporary western world? Its propositions of erudition, are they just interesting for small academic circles, or could they open a new pathway for fundamental reflections on the phenomenon of norms in general and the structure of its evolution in the special case of norm-production coming from Roman Christianity? And what is the significance of the idea of »legal tradition«, an idea forged in Western Europe, within the framework of a presumed global westernization without any counter-balance? The essay discusses the illegibility of legal history in today’s culture. Under the well reflected motto »The Forbidden Question« it concludes firmly: To renovate itself, this discipline has to perform its work in a new way, guided by a very precise and distinct vision on theory. The author examines the conditions for this.

  6. System identification and adaptive control theory and applications of the neurofuzzy and fuzzy cognitive network models

    CERN Document Server

    Boutalis, Yiannis; Kottas, Theodore; Christodoulou, Manolis A

    2014-01-01

    Presenting current trends in the development and applications of intelligent systems in engineering, this monograph focuses on recent research results in system identification and control. The recurrent neurofuzzy and the fuzzy cognitive network (FCN) models are presented.  Both models are suitable for partially-known or unknown complex time-varying systems. Neurofuzzy Adaptive Control contains rigorous proofs of its statements which result in concrete conclusions for the selection of the design parameters of the algorithms presented. The neurofuzzy model combines concepts from fuzzy systems and recurrent high-order neural networks to produce powerful system approximations that are used for adaptive control. The FCN model  stems  from fuzzy cognitive maps and uses the notion of “concepts” and their causal relationships to capture the behavior of complex systems. The book shows how, with the benefit of proper training algorithms, these models are potent system emulators suitable for use in engineering s...

  7. Role of cognitive theory in the study of learning disability in mathematics.

    Science.gov (United States)

    Geary, David C

    2005-01-01

    Gersten, Jordan, and Flojo (in this issue) provide the beginnings of an essential bridge between basic research on mathematical disabilities (MD) in young children and the application of this research for the early identification and remediation of these forms of learning disability. As they acknowledge, the field of MD is in the early stages of development, and thus recommendations regarding identification measures and remedial techniques must be considered preliminary. I discuss the importance of maintaining a tight link between theoretical and empirical research on children's developing numerical, arithmetical, and mathematical competencies and future research on learning disabilities in mathematics. This link will provide the foundation for transforming experimental procedures into assessment measures, understanding the cognitive strengths and weaknesses of children with these forms of learning disability, and developing remedial approaches based on the pattern of cognitive strengths and weaknesses for individual children.

  8. Sources of Cognitive Inflexibility in Set-Shifting Tasks: Insights Into Developmental Theories From Adult Data

    OpenAIRE

    Dick, Anthony Steven

    2012-01-01

    Two experiments examined processes underlying cognitive inflexibility in set-shifting tasks typically used to assess the development of executive function in children. Adult participants performed a Flexible Item Selection Task (FIST) that requires shifting from categorizing by one dimension (e.g., color) to categorizing by a second orthogonal dimension (e.g., shape). The experiments showed performance of the FIST involves suppression of the representation of the ignored dimension; response t...

  9. Cognitive Targeting: A Coercive Air Power Theory for Conventional Escalation Control Against Nuclear Armed Adversaries

    Science.gov (United States)

    2016-06-01

    strategic,” in the cognitive targeting paradigm , are those that directly disable - in the strategic audience’s mind – the attractiveness or...This study analyses the applicability of three operational targeting paradigms to coerce a nuclear-armed adversary in a regional crisis, while...principles and elements of war and understand the coercive ability of utility targeting (a capabilities-based targeting paradigm , CBTP), axiological

  10. [Mentalization and theory of mind in borderline personality organization: exploring the differences between affective and cognitive aspects of social cognition in emotional pathology].

    Science.gov (United States)

    Górska, Dominika; Marszał, Monika

    2014-01-01

    This article addresses the problem of explaining emotional pathology (levels of personality organization) using the concepts of theory of mind (ToM) and mentalization. Although these terms are used interchangeably to describe the "ability to interpret the behavior of others in terms of mental states," they do not have identical status in emotional disorders. ToM refers to a "cold" knowledge, whereas mentalization requires the activation of relational and emotional representations, as well as processing of emotional experience (whether reflection or defense). The aim of the study was to compare the cognitive (ToM) and affective (mentalization) aspects of "understanding the behavior of others in terms of mental states" in the clinical group--consisting of patients with borderline personality organization (N = 30); and the control group (N = 30). The Borderline Personality Inventory was used as a diagnostic questionnaire for the organization of personality, the Strange Stories Test was employed to measure ToM, and the Mental States Task instrument measured mentalization. With respect to mentalization, different patterns of results were obtained: the activation of overwhelming mental states and primitive defenses in the clinical group; as well as the inhibition of the recognition of mental content by defenses, such as denial and suppression of emotions, in the control group. No differences were observed in ToM between groups. In explaining the personality organization levels, only the affective, and not the cognitive, aspects of "understanding the behavior of others in terms of mental states" are significant. People with borderline personality organization, as well as healthy individuals, use "cold" knowledge about internal states. However, the activation of relational and emotional representations triggers different mental states in both groups.

  11. A biased activation theory of the cognitive and attentional modulation of emotion.

    Science.gov (United States)

    Rolls, Edmund T

    2013-01-01

    Cognition can influence emotion by biasing neural activity in the first cortical region in which the reward value and subjective pleasantness of stimuli is made explicit in the representation, the orbitofrontal cortex (OFC). The same effect occurs in a second cortical tier for emotion, the anterior cingulate cortex (ACC). Similar effects are found for selective attention, to for example the pleasantness vs. the intensity of stimuli, which modulates representations of reward value and affect in the orbitofrontal and anterior cingulate cortices. The mechanisms for the effects of cognition and attention on emotion are top-down biased competition and top-down biased activation. Affective and mood states can in turn influence memory and perception, by backprojected biasing influences. Emotion-related decision systems operate to choose between gene-specified rewards such as taste, touch, and beauty. Reasoning processes capable of planning ahead with multiple steps held in working memory in the explicit system can allow the gene-specified rewards not to be selected, or to be deferred. The stochastic, noisy, dynamics of decision-making systems in the brain may influence whether decisions are made by the selfish-gene-specified reward emotion system, or by the cognitive reasoning system that explicitly calculates reward values that are in the interests of the individual, the phenotype.

  12. A biased activation theory of the cognitive and attentional modulation of emotion

    Directory of Open Access Journals (Sweden)

    Edmund eRolls

    2013-03-01

    Full Text Available Cognition can influence emotion by biasing neural activity in the first cortical region in which the reward value and subjective pleasantness of stimuli is made explicit in the representation, the orbitofrontal cortex. The same effect occurs in a second cortical tier for emotion, the anterior cingulate cortex. Similar effects are found for selective attention, to for example the pleasantness vs the intensity of stimuli, which modulates representations of reward value and affect in the orbitofrontal and anterior cingulate cortices. The mechanisms for the effects of cognition and attention on emotion are top-down biased competition and top-down biased activation. Affective and mood states can in turn influence memory and perception, by backprojected biasing influences. Emotion-related decision systems operate to choose between gene-specified rewards such as taste, touch, and beauty. Reasoning processes capable of planning ahead with multiple steps held in working memory in the explicit system can allow the gene-specified rewards not to be selected, or to be deferred. The stochastic, noisy, dynamics of decision-making systems in the brain may influence whether decisions are made by the selfish-gene-specified reward emotion system, or by the cognitive reasoning system that explicitly calculates reward values that are in the interests of the individual, the phenotype.

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

    OpenAIRE

    Bohl, Vivian; van den Bos, Wouter

    2012-01-01

    Traditional theory of mind (ToM) accounts for 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 ToM 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...

  14. Une offre publique de documents ?

    OpenAIRE

    Tesnière, Valérie

    2017-01-01

    TOUT NUMÉRIQUE ? LE LIVRE CONCURRENCÉ ? LA BIBLIOTHÈQUE CONCURRENCÉE ? La fracture numérique reste une réalité comme l’attestent encore des chiffres cités par Le Monde : une évolution de la couverture Internet dans le monde à l’horizon 2009-2030 donnerait la projection suivante : 24,7 % des 6,8 milliards d’habitants de la planète sont connectés en 2009 et l’on atteindrait 50 % pour 8,2 milliards d’habitants en 2030. Cela interroge indirectement le statut futur du papier : sera-t-il l’apanage ...

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

    Science.gov (United States)

    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.

  16. Conceptualizing physical activity behavior of older Korean-Americans: an integration of Korean culture and social cognitive theory.

    Science.gov (United States)

    Lim, Kyung-Choon; Waters, Catherine M; Froelicher, Erika S; Kayser-Jones, Jeanie S

    2008-01-01

    People can live longer and healthier lives by engaging in physical activity (PA). The purpose of this article is to assess the social cognitive theory (SCT) in relation to its relevance to produce cultural-specific directions for gerontological nursing practice in order to guide the design of PA interventions for Korean-American elders. SCT is compared to the Korean cultural, social, and health belief system and is analyzed and evaluated based on 3 criteria: assumptions of the theory, completeness and consistency, and essence of nursing. Within the Korean culture, as presumed in the SCT and the nursing paradigm, health-promoting behavior, such as PA, is conceptualized as the desire for a higher level of health rather than a fear of disease as is proposed by other health behavior theories. SCT with the integration of Korean culture recognizes cultural, developmental, societal, and other external constraints that may help in formulating interventions and better understanding of the limits faced by older Korean-Americans (OKAs) in their pursuit of routine PA.

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

    Directory of Open Access Journals (Sweden)

    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.

  18. Une introduction à MATLAB c

    OpenAIRE

    CREMONA, Christian; LABORATOIRE CENTRAL DES PONTS ET CHAUSSEES - LCPC

    2002-01-01

    MATLAB c présente toutes les fonctionnalités des approches récentes de la programmation : programmation objet basée sur des hiérarchies de classes, programmation événementielle du graphisme. MATLAB c présente une aide en ligne très complète sous format html des différentes fontions accessibles. COMPTE RENDU DE RECHERCHE

  19. AIDS and the question of culture: focus on social cognitive theory.

    Science.gov (United States)

    Kim, Suk-hee

    2010-01-01

    Each of us has a variety of personal theories we use to explain physical, biological, and interpersonal phenomena. Also, our personal theories are our guides as we move toward greater meaning and belief in our lives. This writing shows the reason to utilize the new/recent theory approach in social work practice concerning the issue of AIDS in a cultural-based study on a micro level, though it may compete with macro-level values equally. The social work practice setting needs to open up for engaging dialogue with individuals and large groups within a safe environment and a positive attitude. Not only does this gate allow us to understand clients' and social workers' ways of doing, being, and saying but also ways in which our audience/player (client/we) can perform their/our power of talking about AIDS without fear, guilt, shame, and feelings of despair.

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

    Science.gov (United States)

    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.

  1. Why (and how) should we study the interplay between emotional arousal, Theory of Mind, and inhibitory control to understand moral cognition?

    Science.gov (United States)

    Buon, Marine; Seara-Cardoso, Ana; Viding, Essi

    2016-12-01

    Findings in the field of experimental psychology and cognitive neuroscience have shed new light on our understanding of the psychological and biological bases of morality. Although a lot of attention has been devoted to understanding the processes that underlie complex moral dilemmas, attempts to represent the way in which individuals generate moral judgments when processing basic harmful actions are rare. Here, we will outline a model of morality which proposes that the evaluation of basic harmful actions relies on complex interactions between emotional arousal, Theory of Mind (ToM) capacities, and inhibitory control resources. This model makes clear predictions regarding the cognitive processes underlying the development of and ability to generate moral judgments. We draw on data from developmental and cognitive psychology, cognitive neuroscience, and psychopathology research to evaluate the model and propose several conceptual and methodological improvements that are needed to further advance our understanding of moral cognition and its development.

  2. Towards a unified theory of neocortex: laminar cortical circuits for vision and cognition.

    Science.gov (United States)

    Grossberg, Stephen

    2007-01-01

    A key goal of computational neuroscience is to link brain mechanisms to behavioral functions. The present article describes recent progress towards explaining how laminar neocortical circuits give rise to biological intelligence. These circuits embody two new and revolutionary computational paradigms: Complementary Computing and Laminar Computing. Circuit properties include a novel synthesis of feedforward and feedback processing, of digital and analog processing, and of preattentive and attentive processing. This synthesis clarifies the appeal of Bayesian approaches but has a far greater predictive range that naturally extends to self-organizing processes. Examples from vision and cognition are summarized. A LAMINART architecture unifies properties of visual development, learning, perceptual grouping, attention, and 3D vision. A key modeling theme is that the mechanisms which enable development and learning to occur in a stable way imply properties of adult behavior. It is noted how higher-order attentional constraints can influence multiple cortical regions, and how spatial and object attention work together to learn view-invariant object categories. In particular, a form-fitting spatial attentional shroud can allow an emerging view-invariant object category to remain active while multiple view categories are associated with it during sequences of saccadic eye movements. Finally, the chapter summarizes recent work on the LIST PARSE model of cognitive information processing by the laminar circuits of prefrontal cortex. LIST PARSE models the short-term storage of event sequences in working memory, their unitization through learning into sequence, or list, chunks, and their read-out in planned sequential performance that is under volitional control. LIST PARSE provides a laminar embodiment of Item and Order working memories, also called Competitive Queuing models, that have been supported by both psychophysical and neurobiological data. These examples show how

  3. A Pilot Study Applying Social Cognitive Theory to Predict HPV Vaccination Intentions of Unvaccinated College Women

    Science.gov (United States)

    Catalano, Hannah Priest; Knowlden, Adam P.; Sharma, Manoj; Franzidis, Alexia

    2016-01-01

    Although college-aged women are at high risk for human papillomavirus (HPV) infection, many college women remain unvaccinated against HPV. Testing health behavior theory can assist sexuality educators in identifying behavioral antecedents to promote behavior change within an intervention. The purpose of this pilot study was to utilize social…

  4. Focal Points Revisited: Team Reasoning, the Principle of Insufficient Reason and Cognitive Hierarchy Theory

    NARCIS (Netherlands)

    Bardsley, N.; Ule, A.

    It is well-established that people can coordinate their behaviour on focal points in games with multiple equilibria, but it is not firmly established how. Much coordination game data might be explained by team reasoning, a departure from individualistic choice theory. However, a less exotic

  5. Applying Theory of Mind Concepts When Designing Interventions Targeting Social Cognition among Youth Offenders

    Science.gov (United States)

    Noel, Kristine K.; Westby, Carol

    2014-01-01

    This study employed a multiple baseline, across-participants, single-subject design to investigate the feasibility of an individual, narrative-based, social problem-solving intervention on the social problem-solving, narrative, and theory of mind (ToM) abilities of 3 incarcerated adolescent youth offenders identified as having emotional…

  6. Modeling Theory of Mind and Cognitive Appraisal with Decision-Theoretic Agents

    Science.gov (United States)

    2011-04-07

    the bully believing himself as powerful). The conditions may also be more complicated combinations of these basic triggers (e.g., a conjunction of...Press, 1995. [49] A. Whiten , editor. Natural Theories of Mind. Basil Blackwell, Oxford, UK, 1991. 30

  7. Designing technology for young children: what we can learn from theories of cognitive development

    CSIR Research Space (South Africa)

    Gelderblom, H

    2008-10-01

    Full Text Available on child development provides an ample starting point for setting up a useful framework of such guidelines. This paper demonstrates how the knowledge contained in psychological theories of child development can be translated into guidelines for the design...

  8. [Development and effectiveness of a drug dosage calculation training program using cognitive loading theory based on smartphone application].

    Science.gov (United States)

    Kim, Myoung Soo; Park, Jung Ha; Park, Kyung Yeon

    2012-10-01

    This study was done to develop and evaluate a drug dosage calculation training program using cognitive loading theory based on a smartphone application. Calculation ability, dosage calculation related self-efficacy and anxiety were measured. A nonequivalent control group design was used. Smartphone application and a handout for self-study were developed and administered to the experimental group and only a handout was provided for control group. Intervention period was 4 weeks. Data were analyzed using descriptive analysis, χ²-test, t-test, and ANCOVA with the SPSS 18.0. The experimental group showed more 'self-efficacy for drug dosage calculation' than the control group (t=3.82, psmartphone application is effective in improving dosage calculation related self-efficacy and calculation ability. Further study should be done to develop additional interventions for reducing anxiety.

  9. Understanding Postdisaster Substance Use and Psychological Distress Using Concepts from the Self-Medication Hypothesis and Social Cognitive Theory.

    Science.gov (United States)

    Alexander, Adam C; Ward, Kenneth D

    2017-11-10

    This article applies constructs from the Self-Medication Hypothesis and Social Cognitive Theory to explain the development of substance use and psychological distress after a disaster. A conceptual model is proposed, which employs a sequential mediation model, identifying perceived coping self-efficacy, psychological distress, and self-medication as pathways to substance use after a disaster. Disaster exposure decreases perceived coping self-efficacy, which, in turn, increases psychological distress and subsequently increases perceptions of self-medication in vulnerable individuals. These mechanisms lead to an increase in postdisaster substance use. Last, recommendations are offered to encourage disaster researchers to test more complex models in studies on postdisaster psychological distress and substance use.

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

    Directory of Open Access Journals (Sweden)

    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.

  11. The Two-Systems Account of Theory of Mind: Testing the Links to Social- Perceptual and Cognitive Abilities

    Directory of Open Access Journals (Sweden)

    Bozana Meinhardt-Injac

    2018-01-01

    Full Text Available According to the two-systems account of theory of mind (ToM, understanding mental states of others involves both fast social-perceptual processes, as well as slower, reflexive cognitive operations (Frith and Frith, 2008; Apperly and Butterfill, 2009. To test the respective roles of specific abilities in either of these processes we administered 15 experimental procedures to a large sample of 343 participants, testing ability in face recognition and holistic perception, language, and reasoning. ToM was measured by a set of tasks requiring ability to track and to infer complex emotional and mental states of others from faces, eyes, spoken language, and prosody. We used structural equation modeling to test the relative strengths of a social-perceptual (face processing related and reflexive-cognitive (language and reasoning related path in predicting ToM ability. The two paths accounted for 58% of ToM variance, thus validating a general two-systems framework. Testing specific predictor paths revealed language and face recognition as strong and significant predictors of ToM. For reasoning, there were neither direct nor mediated effects, albeit reasoning was strongly associated with language. Holistic face perception also failed to show a direct link with ToM ability, while there was a mediated effect via face recognition. These results highlight the respective roles of face recognition and language for the social brain, and contribute closer empirical specification of the general two-systems account.

  12. The Two-Systems Account of Theory of Mind: Testing the Links to Social- Perceptual and Cognitive Abilities.

    Science.gov (United States)

    Meinhardt-Injac, Bozana; Daum, Moritz M; Meinhardt, Günter; Persike, Malte

    2018-01-01

    According to the two-systems account of theory of mind (ToM), understanding mental states of others involves both fast social-perceptual processes, as well as slower, reflexive cognitive operations (Frith and Frith, 2008; Apperly and Butterfill, 2009). To test the respective roles of specific abilities in either of these processes we administered 15 experimental procedures to a large sample of 343 participants, testing ability in face recognition and holistic perception, language, and reasoning. ToM was measured by a set of tasks requiring ability to track and to infer complex emotional and mental states of others from faces, eyes, spoken language, and prosody. We used structural equation modeling to test the relative strengths of a social-perceptual (face processing related) and reflexive-cognitive (language and reasoning related) path in predicting ToM ability. The two paths accounted for 58% of ToM variance, thus validating a general two-systems framework. Testing specific predictor paths revealed language and face recognition as strong and significant predictors of ToM. For reasoning, there were neither direct nor mediated effects, albeit reasoning was strongly associated with language. Holistic face perception also failed to show a direct link with ToM ability, while there was a mediated effect via face recognition. These results highlight the respective roles of face recognition and language for the social brain, and contribute closer empirical specification of the general two-systems account.

  13. The Relation between the Fear-Avoidance Model and Constructs from the Social Cognitive Theory in Acute WAD.

    Science.gov (United States)

    Sandborgh, Maria; Johansson, Ann-Christin; Söderlund, Anne

    2016-01-01

    In the fear-avoidance (FA) model social cognitive constructs could add to explaining the disabling process in whiplash associated disorder (WAD). The aim was to exemplify the possible input from Social Cognitive Theory on the FA model. Specifically the role of functional self-efficacy and perceived responses from a spouse/intimate partner was studied. A cross-sectional and correlational design was used. Data from 64 patients with acute WAD were used. Measures were pain intensity measured with a numerical rating scale, the Pain Disability Index, support, punishing responses, solicitous responses, and distracting responses subscales from the Multidimensional Pain Inventory, the Catastrophizing subscale from the Coping Strategies Questionnaire, the Tampa Scale of Kinesiophobia, and the Self-Efficacy Scale. Bivariate correlational, simple linear regression, and multiple regression analyses were used. In the statistical prediction models high pain intensity indicated high punishing responses, which indicated high catastrophizing. High catastrophizing indicated high fear of movement, which indicated low self-efficacy. Low self-efficacy indicated high disability, which indicated high pain intensity. All independent variables together explained 66.4% of the variance in pain disability, p social environment, perceived punishing responses from a spouse/intimate partner, pain intensity, and catastrophizing. Further, results support a mediating role of self-efficacy between fear of movement and disability in WAD.

  14. Unpacking the cognitive map: the parallel map theory of hippocampal function.

    Science.gov (United States)

    Jacobs, Lucia F; Schenk, Françoise

    2003-04-01

    In the parallel map theory, the hippocampus encodes space with 2 mapping systems. The bearing map is constructed primarily in the dentate gyrus from directional cues such as stimulus gradients. The sketch map is constructed within the hippocampus proper from positional cues. The integrated map emerges when data from the bearing and sketch maps are combined. Because the component maps work in parallel, the impairment of one can reveal residual learning by the other. Such parallel function may explain paradoxes of spatial learning, such as learning after partial hippocampal lesions, taxonomic and sex differences in spatial learning, and the function of hippocampal neurogenesis. By integrating evidence from physiology to phylogeny, the parallel map theory offers a unified explanation for hippocampal function.

  15. Optimizing Cognitive Performance: The Relationship of Self-Theory to the Human Dimension Concept

    Science.gov (United States)

    2015-06-12

    Newman , he states that “emotional intelligence is positively correlated with performance for high emotional labor jobs.”62 In a summary study of most...individual commanders, leaders, administrators, teachers, and others to include self-theory within their individual curriculums, teaching styles , and...society, where grandparents, parents , and children are students together. In a time of drastic change it is the learners who inherit the future. The

  16. Contextualization and standardization of the supportive leadership behavior questionnaire based on socio- cognitive theory in Iran

    OpenAIRE

    Shirazi, Mandana; Emami, Amir Hosein; Mirmoosavi, ,Seyed Jamal; Alavinia, Seyed Mohammad; Zamanian, Hadi; Fathollahbeigi, Faezeh; Masiello, Italo

    2014-01-01

    Background: Effective leadership is of prime importance in any organization and it goes through changes based on accepted health promotion and behavior change theory. Although there are many leadership styles, transformational leadership, which emphasizes supportive leadership behaviors, seems to be an appropriate style in many settings particularly in the health care and educational sectors which are pressured by high turnover and safety demands. Iran has been moving rapidly forward and its ...

  17. Increasing Children's Voluntary Physical Activity Outside of School Hours Through Targeting Social Cognitive Theory Variables.

    Science.gov (United States)

    Annesi, James J; Walsh, Stephanie M; Greenwood, Brittney L

    2016-10-01

    Volume of moderate-to-vigorous physical activity completed during the elementary school day is insufficient, and associated with health risks. Improvements in theory-based psychosocial factors might facilitate increased out-of-school physical activity. A behaviorally based after-school care protocol, Youth Fit 4 Life, was tested for its association with increased voluntary, out-of-school physical activity and improvements in its theory-based psychosocial predictors in 9- to 12-year-olds. Increases over 12 weeks in out-of-school physical activity, and improvements in self-regulation for physical activity, exercise self-efficacy, and mood, were significantly greater in the Youth Fit 4 Life group (n = 88) when contrasted with a typical care control group (n = 57). Changes in the 3 psychosocial variables significantly mediated the group-physical activity change relationship (R(2) = .31, P theory-based psychosocial changes within a structured after-school care physical activity program was associated with increases in children's overall time being physically active. After replication, large scale application will be warranted. © The Author(s) 2016.

  18. A decade of theory of mind research on Cayo Santiago: Insights into rhesus macaque social cognition.

    Science.gov (United States)

    Drayton, Lindsey A; Santos, Laurie R

    2016-01-01

    Over the past several decades, researchers have become increasingly interested in understanding how primates understand the behavior of others. One open question concerns whether nonhuman primates think about others' behavior in psychological terms, that is, whether they have a theory of mind. Over the last ten years, experiments conducted on the free-ranging rhesus monkeys (Macaca mulatta) living on Cayo Santiago have provided important insights into this question. In this review, we highlight what we think are some of the most exciting results of this body of work. Specifically we describe experiments suggesting that rhesus monkeys may understand some psychological states, such as what others see, hear, and know, but that they fail to demonstrate an understanding of others' beliefs. Thus, while some aspects of theory of mind may be shared between humans and other primates, others capacities are likely to be uniquely human. We also discuss some of the broader debates surrounding comparative theory of mind research, as well as what we think may be productive lines for future research with the rhesus macaques of Cayo Santiago. © 2016 Wiley Periodicals, Inc.

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

    Science.gov (United States)

    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.

  20. 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.