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In order to improve the efficiency of information acquisition and task selection in Virtual Reality (VR) systems, enhance the interactive experience, and reduce cognitive load for users, it is crucial to effectively organize and leverage user cognitive psychology and design elements during the VR scene design phase. This paper focuses on analyzing the low cognitive load requirements of users and the need for a satisfactory user perceptual experience based on the cognitive resource theory. We propose a method for optimizing the design of VR system scenario tasks under low cognitive load requirements. By utilizing human-computer hybrid intelligent assistance for predicting user cognitive load and incorporating intelligent optimization genetic algorithms into the optimization of VR system design elements, we aim to minimize cognitive load as the objective function based on the principle of low cognitive load. Important knowledge granularity nodes are used as fitness functions in the optimization process of VR system design resource elements. An application study is conducted, combining the multi-channel cognition in a smart city VR system task information interface, to optimize the system resource features. The study validates and compares the solutions obtained through traditional design processes and the solutions optimized by the method proposed in this paper, using virtual reality eye-tracking experiments for the same design task requirements in VR systems. The results demonstrate that users experience lower cognitive load and better task operation experience when interacting with the optimized solutions proposed in this paper. Therefore, the optimization method studied in this paper can serve as a reference for the construction of virtual reality systems. [ABSTRACT FROM AUTHOR]

The European Journal of Psychology of Education (EJPE) will now be publishing a new format called "Special Section" to encourage collaboration among researchers in the field of psychology of education. A Special Section consists of 4 to 6 papers focused on a specific area of research proposed by a group of researchers, the editorial team, or the editorial board. The papers go through the same peer review process as regular papers and are published in the journal as a collection. The goal of this format is to promote visibility for European collaborative research projects, foster collaboration, and explore new ideas and approaches in psychology of education. Several Special Sections are already planned for publication between 2024 and 2025. [Extracted from the article]

Normative judgments are practical: they bear a close connection to motivation. Noncognitivists often claim that they have a distinctive explanatory advantage accounting for this connection. After all, if normative judgments just are noncognitive, desire-like states, then it is no mystery why they bear an intimate connection to motivation: desire-like states motivate. In this paper, however, I argue that noncognitivism does not have this explanatory advantage after all. The problem is that noncognitivists cannot provide a characterization of the practicality of normative judgment that allows them to retain this advantage. Noncognitivists either posit a strong and controversial connection between normative judgment and motivation that cognitivists have no trouble rejecting, or they posit a weaker connection that cognitivists can explain just as well. Either way, noncognitivists cannot argue from the practicality of normative judgments to their claim that normative judgments are noncognitive, desire-like states. The practicality of normative judgments does not support noncognitivism. [ABSTRACT FROM AUTHOR]

Conventional statistics methods in most psychological research, such as null-hypothesis significance tests (NHSTs), use aggregated values (i.e., the sample means) of group behaviours to make inferences about individuals. Such inferences are possibly erroneous because groups of humans rarely, if ever, constitute an ergodic system. To assume ergodicity without checking is to commit the 'ergodic fallacy'. The aim of the current study was to examine the prevalence of this error in contemporary psychological research. We analysed three highly cited 'Q1' journals in the fields of clinical, educational and cognitive psychology for statements that indicated this error. As hypothesized, the ergodic fallacy was found in the vast majority of the papers investigated here. We also hypothesised that the prevalence of this error would be highest in cognitive psychology papers because this field typically assesses theoretical claims about universal cognitive mechanisms, whereas clinical and educational psychology are more concerned with empirically supported interventions. This hypothesis was also supported by our results. Nonetheless, the prevalence of the ergodic fallacy was still high in all fields. Implications are discussed with respect to the reporting of research findings and the validity of theories in psychology. [ABSTRACT FROM AUTHOR]

The paper considers three possible definitions of what it is for an action to be 'morally' good: (1) that it is overall important to do; (2) that it is overall important to do in virtue of a universalisable principle; and (3) that it is overall important to do in virtue of a universalisable principle, belonging to a system of such principles, which includes almost all of certain moral fixed points. I defend (3) and show how we can reach such a system, starting from the basic beliefs with which we find ourselves, through the process of reflective equilibrium. Moral realism is then the doctrine that there is such a system of true moral beliefs. My optimistic view is that all human communities could eventually reach the same such system. But, if they cannot, then there will be two (or more) different such systems, and so two (or more) different senses of 'moral realism'. [ABSTRACT FROM AUTHOR]

In this paper, we present some experimental findings whose best explanation, first of all, provides a positive answer to a philosophical question in ontology as to whether, in the overall domain of beings, there are fictional characters (ficta) over and above concrete individuals. Moreover, since such findings arise out of different comparisons between fictional characters and concrete individuals on the one hand and fictional characters again and non-items that do not belong at all to such an overall domain on the other hand, they also suggest that ficta are allowed as inhabiting a particular subrealm of that domain distinct from the one inhabited by concrete individuals, as previous findings in cognitive psychology had suggested. [ABSTRACT FROM AUTHOR]

This paper examines the dynamics of learning and how they relate to the optimal teaching strategies for learners. The authors aim to enhance learners' information processing abilities by highlighting the importance of considering different learning theories in the classroom. These considerations are based on the qualitative behaviour of learners' conscious awareness, cognitive and metacognitive engagement. A multi-stage cluster sampling procedure was employed to select a sample of 840 Grade 11 learners from 20 schools in the education district. A questionnaire was used to collect data, and statistical tests were conducted to validate and analyse the data. The study's results suggest that it is crucial for teachers to use a variety of learning theories and to consider variables that facilitate effective information processing by learners. Understanding diverse learning theories and their interplay positively influence the cognitive development of learners. The study's findings, which include SEM and HLM analyses and implications from teachers' application of juxtaposed theories, suggest that inefficiencies may exist in certain teaching approaches and in individual learners' information processing. Teachers who understand and apply the simultaneous impact of juxtaposed theories of learning can enable learners to assimilate or accommodate incoming information into their cognitive schema, leading to deeper and more meaningful understanding. [ABSTRACT FROM AUTHOR]

Among the infinitude of nature's various forms, precisely what should we aesthetically appreciate? And supposing we come to achieve such discernment, how should we properly appreciate the aesthetic qualities we thereby find? To address these questions, Carlson has argued that the aesthetic appreciation of nature ought to be guided by scientific insight. In response, non-cognitivists have levelled criticism and suggested alternatives, yet Carlson's (2009) scientific cognitivism remains the best-argued approach to nature appreciation in the field. One non-cognitivist position that Carlson rejects—although much too quickly—is Berleant's (1985) engagement model. The purpose of this paper is to modify and revive that model. Specifically, I will argue that genuine engagement requires a particular form of disinterest. The result is a non-cognitivist approach to the aesthetic appreciation of nature, stronger than the extant alternatives. [ABSTRACT FROM AUTHOR]

This paper explores the dual-processing hypothesis of the mind, Systems 1 and 2, by examining debates between cognitive and evolutionary psychologists. I structure the discussion in a back-and-forth manner to emphasize the differences. I show that, while the majority of cognitive psychologists now embrace the dual-processing theory of the mind, Systems 1 and 2, there are still some who disagree. Most evolutionary psychologists, in contrast, dispute the existence of System 2, a domain-general mind, although some disagree. However, a consensus is growing in favor of System 2, although evolutionary psychologists' concerns must be addressed. The uniqueness of this review is that it contrasts the perspectives of cognitive psychologists with evolutionary psychologists, which is uncommon in the cognitive psychology literature, which tends to overlook evolutionary viewpoints. [ABSTRACT FROM AUTHOR]

Researchers have shown that even an individual can produce the wisdom of the crowds, called "the wisdom of the inner crowd." However, the previous methods leave room for improvements in terms of efficacy and response time. This paper proposes a more efficient method, which required a short time, based on findings from cognitive and social psychology. The procedure is to ask participants to give two answers to the same question: first, their own estimate and, second, their estimate of public opinion. Experiments using this method showed that the averages of the two estimates were more accurate than the participants' first estimates. That is, the wisdom of the inner crowd elicited. In addition, we found that the method could be superior to other methods in terms of efficacy and convenience. Moreover, we identified the conditions where our method worked better. We further clarify the availability and limitations of using the wisdom of the inner crowd. Overall, this paper proposes an effective and short-time method for harvesting the wisdom of the inner crowd. [ABSTRACT FROM AUTHOR]

Multimodal Learning Analytics (MMLA) has huge potential for extending the work beyond traditional learning analytics for the capabilities of leveraging multiple data modalities (e.g. physiological data, digital tracing data). To shed a light on its applications and academic development, a systematic bibliometric analysis was conducted in this paper. Specifically, we examine the following aspects: (1) Analyzing the yearly publication and citation trends since the year 2010; (2) Recognizing the most prolific countries, institutions, and authors in this field; (3) Identifying the collaborative patterns among countries, institutions, and authors, respectively; (4) Tracing the evolving procedure of the applied keywords and development of the research topics during the last decade. These analytic tasks were conducted on 194 carefully selected articles published since 2010. The analytical results revealed an increasing trend in the number of publications and citations, identified the prominent institutions and scholars with significant academic contributions to the area, and detected the topics (e.g. characterizing learning processes using multimodal data, implementing ubiquitous learning platforms) that received the most attention. Finally, we also highlighted the current research hotspots attempting to initiate potential interdisciplinary collaborations to promote further progress in the area of MMLA. [ABSTRACT FROM AUTHOR]

L'objectif du présent article est d'aboutir à une conceptualisation du terme d'agent qui apparaît à plusieurs reprises dans l'enseignement de Lacan. L'enjeu est de produire une théorisation cohérente dudit terme afin de pouvoir le situer dans la praxis psychanalytique et d'étudier l'influence du culturalisme nord-américain sur cette praxis. Notre examen consiste à retracer l'évolution de cette notion d'agent à travers l'enseignement de Lacan. Ce trajet commence officiellement en 1956 mais s'estompe à partir de 1959 afin de faire son retour en 1969 de manière radicalement différente. Il s'agit alors de préciser ce que Lacan entend par « agent » à chacune de ces périodes, et de montrer comment, à chaque fois, il s'appuie sur cette notion non pas pour la conceptualiser en tant que telle, mais pour la faire dialoguer avec les autres concepts psychanalytiques. En retraçant l'évolution du terme, nous arrivons à une conceptualisation de l'agent comme étant équivalent au statut du signifiant comme tel. Il est important donc de distinguer le statut de l'agent de celui du sujet et du moi qui, eux, ne font pas preuve d'une véritable activité. Le signifiant, en revanche, est celui qui permet à l'action d'avoir lieu. Cette équivalence est ainsi implicite mais constante tout au long de l'enseignement lacanien, d'abord en tant que fonction dans l'équation œdipienne et ensuite en tant que place dans la théorie des discours. Nous faisons l'hypothèse que les notions d'agent et d'agentivité sont malmenées dans les écrits psychanalytiques actuels. Cela est dû à une influence culturaliste d'un côté, mais surtout à une interdisciplinarité hâtive, c'est-à-dire qui cherche à nouer la psychanalyse avec d'autres disciplines sans prendre le temps de redéfinir les concepts. L'agentivité est l'exemple parfait : elle est définie du côté des sciences cognitives et sociales puis reprise comme telle par certains psychanalystes sans qu'ils la redéfinissent, ce qui mène à une confusion théorique entre le sujet et l'agent. Une véritable conceptualisation de l'agent à l'intérieur du champ psychanalytique permet d'éviter les confusions théoriques dues à une interdisciplinarité qui ne prend pas le temps de redéfinir les concepts. Il est alors important de faire dialoguer la psychanalyse avec les autres disciplines sans pour autant faire perdre à celle-ci sa particularité. The aim of this paper is to conceptualize the term "agent" which appears multiple times throughout Lacan's teaching. The challenge is to produce a coherent theorization of the term in order to properly situate it in the psychoanalytic praxis and to study the influence of North American culturalism on this praxis. We will examine the evolution of the notion of agent throughout Lacan's teaching. This trajectory begins officially in 1956, then disappears in 1959, only to re-emerge in 1969 in a radically different fashion. It is then a question of specifying what Lacan means by "agent" at each of these periods, and to show how each time he relies on this notion not to conceptualize it as such, but rather to build a dialogue with other psychoanalytic concepts. By following the evolution of the term, we arrive at a conceptualization of the agent as being equivalent to the status of the signifier as such. It is therefore important to distinguish the status of the agent from that of the subject and of the ego, which both seem to not manifest any real activity. The signifier, on the other hand, is that which allows the action to take place. This equivalence is thus implicit yet constant throughout the Lacanian teaching, first as a function in the Oedipal equation and then as an occupation in the theory of discourse. Our hypothesis is that the notions of agent and agency are misused in today's psychoanalytic writings. This is due to an American culturalist influence on one hand, but mostly to a hasty interdisciplinarity, which attempts to link psychoanalysis with other disciplines without taking the necessary time to redefine the concepts at hand. Agency is the perfect example: it is defined by cognitive and social sciences and then reused as such by some analysts without redefining it, which leads to a theoretic confusion between the subject and the agent. A thorough conceptualization of the agent within the field of psychoanalysis allows us to avoid theoretic confusions due to an interdisciplinarity that doesn't take the time to redefine concepts. It is therefore important to establish a dialogue between psychoanalysis and other disciplines without it losing its particularities. [ABSTRACT FROM AUTHOR]

Nowadays some debates exist within psychological and neuropsychological assessment fields respecting differences between traditional testing (with pencil and paper) and the same tasks implemented via computer or Tablet programs. In this context, the Mode Effect is defined as the effect by which the same tasks, tested with different devices, may show different results. In addition, the Mode Effect might be associated with higher cognitive load, higher attentional requirements, fatigue and stress among others. The Corsi block-tapping test is widely used in psychology and cognitive sciences to assess visuospatial working memory. Originally, the stimuli sequence was manually set by a researcher which could entail a constraint to run the test accurately. Today, there are many digital versions available for computers or tablets and, although this meant a significant cut on manual steps, there are discussions on the impact these digital versions could have on working memory as opposed to traditional ones. This work focuses on the development of the CorsiBot: a new physical and automated version that enables researchers to assess performance and resolution strategies for the Corsi block-tapping test while combining the benefits of both tangible and digital versions. In addition, this work aimed to compare the performance of a sample of adults between a digital version of Corsi and our CorsiBot. Thirty adults where assessed with both devices with different protocols. After each assessment, participants completed the NASA-TLX questionnaire in order to explore the cognitive load required by each device. Results showed similarities and differences between each device. Specifically, participants showed a similar proportion of correct trials, while showing different types of errors for each version of Corsi. Such differences were related to path errors, where response sequence contains the correct blocks but pressed in an incorrect order. Analyses showed that SoftCorsi was more sensitive to those kind of errors. With respect to cognitive load, participants reported that CorsiBot elicited larger mental exigency than SoftCorsi. The present work aims make a relevant contribution to research and clinical teams interested in the assessment of spatial working memory. This work contributes theoretically with evidence on the behavior of memory under different processing contexts. In addition, it has practical implications related to diagnostic issues on the identification of individual differences under distinct assessment modes. Finally, the device showed effectiveness in the assessment and record of responses that permitted exporting, analyzing and visualizing the results. Schemes and source codes of the devices are openly available for free use for any interested research group or institution. [ABSTRACT FROM AUTHOR]

This paper examines how listeners hear contemporary art music practices such as post-spectralism, glitch-electronica, contemporary classical and electroacoustic music. The sound configurations of this music evoke sensorial qualities and mental imagery as abstract geometries. These result from tonotopic information of acoustic stimuli organised according to Gestalt and kinaesthetic patterns. The study, employing listening surveys, suggests that our aural experience involves an embodied connection to the world. This paper proposes that contemporary art music facilitates an engagement with our experiential knowledge, minimising semantic interpretation and factual listening. Overall, it offers new insights into perceptual approaches to contemporary art music. [ABSTRACT FROM AUTHOR]

Expressivism, as applied to a certain class of statements, evaluative ones, for instance, is constituted by two doctrines, only the first of which will concern me in this paper. Evaluative statements, according to this doctrine, aren't propositional (susceptible of truth or falsity). In this paper, I will argue that one of the vexing problems (that I label the "logical problem") this doctrine engenders for the expressivist is equally pressing for some cognitivists (who think evaluative statements do have a truth-value). I will present the difficulty and argue that some constructivists, who are cognitivists, cannot contend with it at all, and others must resort to more complex ways than the one available to other cognitivists. [ABSTRACT FROM AUTHOR]

The article discusses the history and development of the journal Social Cognitive & Affective Neuroscience (SCAN). The author, Matthew D. Lieberman, reflects on the early years of the journal and the challenges faced in establishing a dedicated platform for social and affective neuroscience research. Lieberman announces that he will be stepping down as the Editor-in-Chief in January 2025, marking the end of his tenure. He also outlines some upcoming changes for the journal, including the acceptance of non-neuroscience papers and the publication of a "Tools of the Trade" piece to support the growth of social and affective neuroscience in academic institutions. [Extracted from the article]

Globally climate change (CC) is scarcely addressed in school curricula, and school graduates are mostly uneducated about climate change. The purpose of this paper is to make a case for conceptualising CC as a discipline, and to further argue why CC should be included in school curricula as a disciplinary-subject. An initial examination of CC in curricula globally reveals that the main approach for including CC in the curriculum is the cross-curriculum approach. The problems associated with this approach are discussed in regard to the challenges posed to the integrity of the CC body of knowledge, and to the teaching and learning. The paper continues to build a case for conceptualising CC as a discipline in its own right. It explains the notions of: disciplines, subjects, and disciplinary-subjects. Further, it describes the disciplinary characteristics of CC, and the benefits of including CC in the curriculum as a disciplinary-subject. However, curricular resistance issues are identified and discussed. These resistances are addressed by considering evidence derived from curriculum theory, cognitive psychology and philosophy of science for supporting the inclusion of a CC disciplinary-subject. Finally, the challenges in establishing a CC disciplinary-subject are discussed. The paper concludes by considering implications for further research. [ABSTRACT FROM AUTHOR]

The current paper aimed to analyze quantitatively the trends of four major schools of thought in scientific Psychology (neuroscience, cognitivism, behaviorism, psychoanalysis) and their intersections, covering the period from 1979 to 2020. We utilized a rigorous methodology across three distinct sources: Mainstream Psychology (MP), Highly Influential Journal (HIJ), and non-English papers (NEP). Our findings align with previous research in two aspects: psychoanalysis and behaviorism have significantly declined, cognitivism remains a prominent trend. However, we deviate from prior studies by recognizing that neuroscience may be considered the most influential trend and that trends exhibit less linearity than previously assumed. We also acknowledge the significance of NEP, which manifest an independent pattern as compared to the other sources and that may reveal what happens in the "periphery" of Psychology. It is noteworthy that NEP demonstrated a still lively contribution from psychoanalysis. Our study also highlights the insularity and lack of cross-fertilization among psychological subdisciplines, despite the widespread claims to the contrary. It eventually supports the inference that scientific Psychology is a non-paradigmatic or pre-paradigmatic discipline, pointing out the dominance of applied psychology and confuting the notion of overarching "grand theories". • Methodological Advancement : The paper introduces an improved methodology for analyzing trends in four major schools of thought in psychology. • Dominance of Neuroscience : Our findings suggest that neuroscience can be considered the most influential trend in scientific psychology. • Decline in Psychoanalysis and Behaviorism : Psychoanalysis and behaviorism exhibit significant declines in prominence. • Prominence of Cognitivism : Cognitivism continues to maintain a prominent position in psychology. • Stability and Dispersion : Trends in psychology exhibit more stability and dispersion than previously assumed. [ABSTRACT FROM AUTHOR]

• This paper investigates household evacuation route choice; • The proposed multi-methodological approach integrates an empirical study with analytical modeling, and experiments; • A household-based group utility evolution model is developed to characterize the dynamics of household evacuation route choice; • The proposed approach is distinctive in theorizing and incorporating syncretic risk perception into household decision-making; • The analytical and test results demonstrate that the proposed methodology aligns closely with household choice behavior. This paper presents a multi-methodological approach to analyzing household evacuation route choice behaviors and the related decision-making for mass evacuation planning in disaster management. Specifically, the proposed multi-methodological approach integrates a syncretic risk perception conceptual model with a household-based group utility evolution model. The dynamics of household evacuation route choice are explored in two stages, namely the individual utility initiation and accommodation. The unique feature of the proposed approach is that it links individual risk perception, survival psychology, and group behavioral dynamics together to characterize household decision-making about choosing the evacuation routes. An empirical study coupled with experiments is conducted to help validate the proposed household evacuation route choice behavior model. Through various designed disaster scenarios, the applicability and strengths of the proposed model for mass evacuation planning and management are demonstrated. Particularly, the mean relative prediction errors of the proposed model with respect to household-based evacuation route switching probability and path flow splits are 3.79% and 6.88%, respectively, all within an acceptable range of ±10 %. This demonstrates that the proposed model and analytical results align closely with household choice behavior. [ABSTRACT FROM AUTHOR]

Tangram pictures are abstract pictures which may be used as stimuli in various fields of experimental psychology and are often used in the field of dialogue psychology. The present study provides the first norms for a set of 332 tangram pictures. These pictures were standardized on a set of variables classically used in the literature on cognitive processes, such as visual perception, language, and memory: name agreement, image agreement, familiarity, visual complexity, image variability, and age of acquisition. Furthermore, norms for concreteness were also provided owing to the influence of this variable on the processes involved in lexical production. Correlational analyses on all variables were performed on the data collected from French native speakers. This new set of standardized pictures constitutes a reliable database for researchers when they select tangram pictures. Given the abstract nature of tangram pictures, this paper also discusses the similarities and differences with the literature on line drawings, and highlights their value for dialogue psychology studies, for psycholinguistics studies, and for cognitive psychology in general. [ABSTRACT FROM AUTHOR]

In a wide variety of cognitive domains, participants have access to several alternative strategies to perform a particular task and, on each trial, one specific strategy is selected and executed. Determining how many strategies are used by a participant as well as their identification at a trial level is a challenging problem for researchers. In the current paper, we propose a new method – the non-parametric mixture model – to efficiently disentangle hidden strategies in cognitive psychological data, based on observed response times. The developed method derived from standard hidden Markov modeling. Importantly, we used a model-free approach where a particular shape of a response time distribution does not need to be assumed. This has the considerable advantage of avoiding potentially unreliable results when an inappropriate response time distribution is assumed. Through three simulation studies and two applications to real data, we repeatedly demonstrated that the non-parametric mixture model is able to reliably recover hidden strategies present in the data as well as to accurately estimate the number of concurrent strategies. The results also showed that this new method is more efficient than a standard parametric approach. The non-parametric mixture model is therefore a useful statistical tool for strategy identification that can be applied in many areas of cognitive psychology. To this end, practical guidelines are provided for researchers wishing to apply the non-parametric mixture models on their own data set. [ABSTRACT FROM AUTHOR]

Computer- and web-based survey technology has enabled the use of question formats and layouts that would be difficult or even impossible to implement with traditional paper questionnaires. The present article investigates context effects—specifically assimilation versus contrast effects—in connection with four web survey question designs. Three traditional types of matrix questions are experimentally tested against a new two-dimensional question format referred to as ZEF. This new question format allows survey practitioners to present two questions at the same time, the responses to which are entered on the x - and y -axes of a two-dimensional chart. The chart also displays a respondent's answers to the preceding two-dimensional questions. This approach accentuates the simultaneous application of two dimensions of a question and encourages the comparison of pairwise items across the dimensions. The two-dimensional format generates a higher number of assimilation effects as compared with the three traditional matrix question formats. This suggests that instead of conceptual interconnection of items, context effect formation in ZEF is dominated by the visual proximity of the item scales and the common region of the two-dimensional chart. [ABSTRACT FROM AUTHOR]

In this paper, we argue that adopting an inclusive approach where diverse cultures are represented in research is of prime importance for cognitive psychology. The overrepresentation of participant samples and researchers from WEIRD (Western, Educated, Industrialized, Rich, and Democratic) cultures limits the generalizability of findings and fails to capture potential sources of variability, impeding understanding of human cognition. In an analysis of articles in representative cognitive psychology journals over the five-year period of 2016–2020, we find that only approximately 7% of articles consider culture, broadly defined. Of these articles, a majority (83%) focus on language or bilingualism, with small numbers of articles considering other aspects of culture. We argue that methodology and theory developed in the last century of cognitive research not only can be leveraged, but will be enriched by greater diversity in both populations and researchers. Such advances pave the way to uncover cognitive processes that may be universal or systematically differ as a function of cultural variations, and the individual differences in relation to cultural variations. To make a case for broadening this scope, we characterize relevant cross-cultural research, sample classic cognitive research that is congruent with such an approach, and discuss compatibility between a cross-cultural perspective and the classic tenets of cognitive psychology. We make recommendations for large and small steps for the field to incorporate greater cultural representation in the study of cognition, while recognizing the challenges associated with these efforts and acknowledging that not every research question calls for a cross-cultural perspective. [ABSTRACT FROM AUTHOR]

In this paper we identify and compare the arguments offered by two leading Ottoman public intellectuals in the nineteenth century, Namık Kemal and Ziya Gökalp, on why Western institutions are compatible with those of their own society. We argue that these arguments exemplify patterns of reasoning, identified by cognitive social psychologists, which purport to resolve inconsistencies that arise in individuals' belief structures. We draw two conclusions from this analysis. Our first conclusion is that the ideas of Ottoman political thinkers, like those of their Western counterparts, constitute a domain of evidence for research in cognitive social psychology. We secondly conclude that political theories have resources to overcome ideological conflicts in a society without resorting to partisanship or utopianism. [ABSTRACT FROM AUTHOR]

This paper addresses the recent rise of the use of alternative medicine in Western countries, and it offers a novel explanation of that phenomenon in terms of cognitive and economic factors related to the free‐market and patient‐centric approach to medicine that is currently in place in those countries, in contrast to some alternative explanations of this phenomenon. Moreover, the paper addresses this troubling trend in terms of the serious harms associated with the use of alternative medical modalities. The explanatory theory defended here is then predicated on the idea that serious and avoidable harms predictably result from an extreme patient‐centric model of medical practice that treats largely ignorant patients as consumers of medical products and services, when they are endowed with an essentially unrestricted power of freedom to choose treatments. Some important moral and epistemological consequences of this model are then articulated, and corrective measures are suggested. [ABSTRACT FROM AUTHOR]

Over the past twenty-five years, or so, considerable advances have been made in understanding how learning occurs in the brain, though much of this research is still to make its way into education. One contribution it should be making is to furnish the philosophical critique of past and current theory with supporting empirical evidence. For example, motivation theory and its cognate expectancy-value theory continue to be taught in teacher education, even though their rational cognitivist foundations are philosophically shaky, and their shared representational notion of the mind is incompatible with what is now known about the learning brain. Furthermore, the central claim of motivation theory that children need to be motivated in order to learn is educationally problematic, not least because it incorporates a deficit model of the child as learner. This paper provides a philosophical and educational critique of motivation and expectancy-value theories and begins to sketch out an alternative dynamic systems (complexity-theory) approach, which argues that value is deeply embedded in the learning process, not only in the value students may or may not attach to their learning, but also neurobiologically. In opposition to motivation and its notion of the learner this paper argues that every student is equipped with a brain that is value-orientated towards learning and will learn, when nested in suitably affordant learning environments. In place of expectancy-value, we argue for value-embedded learning (VEL), which provides a non-reductive and biologically plausible account of how value and emotional salience are dynamically interwoven in the learning process. [ABSTRACT FROM AUTHOR]

The work considers formal structure and features of the readability indices widely employed in various information and education fields, including theory of communication, cognitive psychology, linguistics, and multiple applications. In spite of the importance and popularity of readability indices in practical research, their intrinsic properties have not yet been sufficiently investigated. This paper aims to fill this gap between the theory and application of these indices by presenting them in a uniform expression which permits analyzing their features and deriving new properties that are useful in practice. Three theorems are proved for relations between the units of a text structure. The general characteristics are illustrated by numerical examples which can be helpful for researchers and practitioners. [ABSTRACT FROM AUTHOR]

Can fictions make genuine assertions about the actual world? Proponents of the 'Assertion View' answer the question affirmatively: they hold that authors can assert, by means of explicit statements that are part of the work of fiction, that something is actually the case in the real world. The 'Nonassertion' View firmly denies this possibility. In this paper, I defend a nuanced version of the Nonassertion View. I argue that even if fictions cannot assert, they can indirectly communicate that what is recounted as fictional is actually true. I show that this view is supported by independent linguistic data, and that it is able to defuse the objections that are typically raised against the Nonassertion View. I conclude by showing that this position has some interesting implications for testimonial cognitivism about fiction. [ABSTRACT FROM AUTHOR]

Dishonesty has received increased attention from many professionals in recent years for its relevance in many social areas such as finance and psychology, among others. Understanding the mechanisms underlying dishonesty and the channels in which dishonesty operates could enable the detection and even prevention of dishonest behavior. However, the study of dishonesty is a challenging endeavor; dishonesty is a complex behavior because it imposes a psychological and cognitive burden. The study of this burden has fostered a new research trend that focuses on cognition's role in dishonesty. This paper reviews the theoretical aspects of how such cognitive processes modulate dishonest behavior. We will pay special attention to executive functions such as inhibitory processes, working memory, or set-shifting that may modulate the decision to be (dis)honest. We also account for some frameworks in cognitive and social psychology that may help understand dishonesty, such as the Theory of Mind, the role of creative processes, and discourse analyses within language studies. Finally, we will discuss some specific cognitive-based models that integrate cognitive mechanisms to explain dishonesty. We show that cognition and dishonest behavior are firmly related and that there are several important milestones to reach in the future to advance the understanding of dishonesty in our society. [ABSTRACT FROM AUTHOR]

Although the role played by finger use in children's numerical development has been widely investigated, their benefit in arithmetical contexts is still debated today. This scoping review aimed to systematically identify and summarize all studies that have investigated the relation between fingers and arithmetic skills in children. An extensive search on Ovid PsycINFO and Ovid Eric was performed. The reference lists of included articles were also searched for relevant articles. Two reviewers engaged in study selection and data extraction independently, based on the eligibility criteria. Discrepancies were resolved through discussion. Of the 4707 identified studies, 68 met the inclusion criteria and 7 additional papers were added from the reference lists of included studies. A total of 75 studies were included in this review. They came from two main research areas and were conducted with different aims and methods. Studies published in the mathematical education field (n = 29) aimed to determine what finger strategies are used during development and how they support computation skills. Studies published in cognitive psychology and neuroscience (n = 45) specified the cognitive processes and neurobiological mechanisms underlying the fingers/arithmetic relation. Only one study combined issues raised in both research areas. More studies are needed to determine which finger strategy is the most effective, how finger sensorimotor skills mediate the finger strategies/arithmetic relation, and how they should be integrated into educational practice. [ABSTRACT FROM AUTHOR]

Cognitive effort is thought to be familiar in everyday life, ubiquitous across multiple variations of task and circumstance, and integral to cost/benefit computations that are themselves central to the proper functioning of cognitive control. In particular, cognitive effort is thought to be closely related to the assessment of cognitive control's costs. I argue here that the construct of cognitive effort, as it is deployed in cognitive psychology and neuroscience, is problematically unclear. The result is that talk of cognitive effort may paper over significant disagreement regarding the nature of cognitive effort, and its key functions for cognitive control. I highlight key points of disagreement, and several open questions regarding what causes cognitive effort, what cognitive effort represents, cognitive effort's relationship to action, and cognitive effort's relationship to consciousness. I also suggest that pluralism about cognitive effort—that cognitive effort may manifest as a range of intentional or non‐intentional actions the function of which is to promote greater success at paradigmatic cognitive control tasks—may be a fruitful and irenic way to conceive of cognitive effort. Finally, I suggest that recent trends in work on cognitive control suggests that we might fruitfully conceive of cognitive effort as one key node in a complex network of mental value, and that studying this complex network may illuminate the nature of cognitive control, and the role of consciousness in cognitive control's proper functioning. This article is categorized under:Philosophy > ConsciousnessPhilosophy > Psychological CapacitiesNeuroscience > Cognition [ABSTRACT FROM AUTHOR]

Mental health professionals working in hospitals or community clinics inevitably face the realisation that we possess imperfect conceptual means to understand mental disorders. In this paper the authors bring together ideas from the fields of Philosophy, Psychiatry, Cognitive Psychology and Linguistics to reflect on the ways we represent phenomena of high practical importance that we often take for granted, but are nevertheless difficult to define in ontological terms. The paper follows through the development of the concept of psychosis over the last two centuries in the interplay of three different conceptual orientations: the categorical, dimensional and network approaches. Each of these represent the available knowledge and dominant thinking styles of the era in which they emerged and take markedly different stances regarding the nature of mental phenomena. Without particular commitment to any ontological positions or models described, the authors invite the reader into a thinking process about the strengths and weaknesses of these models, and how they can be reconciled in multidisciplinary settings to benefit the process of patient care. [ABSTRACT FROM AUTHOR]

Mental health professionals working in hospitals or community clinics inevitably face the realisation that we possess imperfect conceptual means to understand mental disorders. In this paper the authors bring together ideas from the fields of Philosophy, Psychiatry, Cognitive Psychology and Linguistics to reflect on the ways we represent phenomena of high practical importance that we often take for granted, but are nevertheless difficult to define in ontological terms. The paper follows through the development of the concept of psychosis over the last two centuries in the interplay of three different conceptual orientations: the categorical, dimensional and network approaches. Each of these represent the available knowledge and dominant thinking styles of the era in which they emerged and take markedly different stances regarding the nature of mental phenomena. Without particular commitment to any ontological positions or models described, the authors invite the reader into a thinking process about the strengths and weaknesses of these models, and how they can be reconciled in multidisciplinary settings to benefit the process of patient care. [ABSTRACT FROM AUTHOR]

This is a commentary on the ESM 2021 Special Issue on Innovations in Measuring and Fostering Mathematical Modelling Competencies. We have grouped the ten studies into three themes: competencies, fostering, and measuring. The first theme and the papers therein provide a platform to discuss the cognitivist backgrounds to the different conceptualizations of mathematical modelling competencies, based on the modelling cycle. We suggest theoretical widening through a competence continuum and enriching of the modelling cycle with overarching, analytic dimensions for creativity, tool use, metacognition, and so forth. The second theme and the papers therein showcase innovative ideas on fostering and on the definition and analysis thereof. These reveal the need for a social turn in modelling research in order to capture aspects of student collaboration and agency, as well as tensions in fostering when tasks are derived from real-world scenarios, but socio-mathematical norms come from the (pure) mathematics classroom. The third theme, measuring, and the papers therein offer insights into the challenges of positivist research that aims to develop innovative measurement instruments that are both reliable and valid, particularly in light of student group work, cultural background, and other socio-cultural aspects. Drawing on the three discussions, we go on to make recommendations for further research. [ABSTRACT FROM AUTHOR]

Aims: No recent studies have investigated language effects on counterfactual reasoning in bilinguals. This paper investigates the impact of bilinguals' native language and language of testing on counterfactual reasoning, addressing two questions: (1) Do older Chinese reasoners, educated before English became a school subject, draw different inferences, or use different cues to draw inferences, compared with English peers and younger ChineseL1 reasoners? Does knowing English affect their reasoning? and (2) Do Chinese reasoners draw different inferences, or use different cues, when tested in Chinese and when tested in English? Design: Experiment 1: The explanatory variables are first language (between-group: Chinese, English), age cohort (between-group: young, older), inferential chain length (within-group: short, long). Experiment 2: The explanatory variables are language of testing (between-group: Chinese, English) and inferential chain length (within-group: short, long). The outcome is the consequent probability rating. Open questions investigate cues used to draw inferences. Analysis: The sample comprised 188 participants. Generalised linear mixed-effects models were used for quantitative data, thematic analysis for qualitative data. Findings: Older Chinese speakers rate long-chain consequents as more probable than English peers. Chinese and English reasoners use different cues to make inferences, as do Chinese reasoners tested in Chinese L1 or English L2. Originality: This is the first paper to compare Chinese reasoners educated before and after English entered the school curriculum, and to investigate inferential chain length effects on Chinese counterfactual reasoning. It introduces a novel task (consequent evaluation), and adopts a mixed-method approach to investigate both the product and process of reasoning, using quantitative and qualitative data respectively. Significance: The study provides new evidence and interpretation for the old debate about language effects on counterfactual reasoning in cognitive psychology; shows that conditional reasoning is a fruitful topic for linguistic relativity and bilingual cognition research; and testifies that qualitative data allows detection of differences in thinking processes. [ABSTRACT FROM AUTHOR]

Synaesthesia is a multifaceted phenomenon encompassing genetic, neurochemical, and cognitive elements, contributing to a deeper understanding of how our senses and perceptions are intricately intertwined. This paper approaches an interdisciplinary approach to a current subject in cognitive psychology, examined by specialists from diverse fields: cognitive psychologists, neurologists, philologists, musicologists etc. Nevertheless, the diverse manifestations of synaesthesia and its phenomenological nature have posed challenges in verifying and studying its origins and mechanisms. This article adopts a medical standpoint in its examination of synesthesia, with a particular focus on its evolutionary trends and its influence within the domain of musical tasks. [ABSTRACT FROM AUTHOR]

This paper focuses on Cognitive Translation and Interpreting Studies (CTIS) in order to explain, with the help of Cognitive Linguistics and Psychology, two central aspects of the work of every translator and interpreter, that is to say, that their choices are conditioned both by the linguistic patterns of their mother tongue and by their personality, emotions and beliefs; and that these choices can alter the impact of the translated product on the target audience. This work summarizes the results of cognitive empirical studies that explore the role of certain linguistic and psychological constructs in the translation and interpreting process. First, the results on three theoretical constructs of cognitive linguistics are reviewed: the notion of «frame», Slobin’s «thinking-to-translating» hypothesis and the notion of «construction». Next, work is introduced on the impact of three individual psychological factors on the work of translators and interpreters–i.e., ideology, personality and emotions– and on the factors modulating this impact. [ABSTRACT FROM AUTHOR]

Theory of Mind (ToM), understood as the ability to intuit one's own mental states and those of others, has been extensively researched in developmental psychology and cognitive psychology. The psychological literature shows a direct relationship between ToM and the (self) reflective capacity of consciousness, a product of the cognitive effort that implies the understanding of one's own subjectivity and that of others. In this sense, ToM has received a strong cognitive influence, sub-dimensioning other dimensions involved in the intersubjective process of mutual understanding. Based on the theory of pre-reflective consciousness and the theory of intuition in phenomenology, we propose in this paper that the process of understanding one's own mental states and the mental states of others constitutes, mainly, a pre-reflective and intuitive experience, and that it is only possible to move on to reflection at a later time. In short, with contributions from the theory of pre-reflective consciousness and phenomenological intuition, the aim is to complement the theoretical bases of ToM in psychology; a theory that, without incorporating elements of phenomenology, remains incomplete. [ABSTRACT FROM AUTHOR]

Neurocognitive functions play a decisive role in neurodevelopmental disorders affecting the quality of life of individuals with corresponding diagnoses or clinical indications. In addition, the parameter of executives and their subcategories, such as cognitive flexibility, working memory, and inhibition, as well as the possibility of their optimization through special treatment and training, have been extensively studied in the literature over the past several decades. The purpose of this paper is to present the findings of a decade's worth of review studies on executive functions and quality of life in developmental spectrum disorders. Given the genetic heterogeneity and polymorphism of the neurodevelopmental disorder profile and the overlap of outcome parameters, the findings of review studies must be more consistent in explaining causal factors and the efficacy of interventions. Nonetheless, innovative therapeutic approaches and their individualization hold promise for bridging this gap, with the aim of enhancing the quality of life for individuals in this diagnostic category and their close relatives. [ABSTRACT FROM AUTHOR]

Mental representations remain the central posits of psychology after many decades of scrutiny. However, there is no consensus about the representational format(s) of biological cognition. This paper provides a survey of evidence from computational cognitive psychology, perceptual psychology, developmental psychology, comparative psychology, and social psychology, and concludes that one type of format that routinely crops up is the language-of-thought (LoT). We outline six core properties of LoTs: (i) discrete constituents; (ii) role-filler independence; (iii) predicate–argument structure; (iv) logical operators; (v) inferential promiscuity; and (vi) abstract content. These properties cluster together throughout cognitive science. Bayesian computational modeling, compositional features of object perception, complex infant and animal reasoning, and automatic, intuitive cognition in adults all implicate LoT-like structures. Instead of regarding LoT as a relic of the previous century, researchers in cognitive science and philosophy-of-mind must take seriously the explanatory breadth of LoT-based architectures. We grant that the mind may harbor many formats and architectures, including iconic and associative structures as well as deep-neural-network-like architectures. However, as computational/representational approaches to the mind continue to advance, classical compositional symbolic structures – that is, LoTs – only prove more flexible and well-supported over time. [ABSTRACT FROM AUTHOR]

Hypothesis testing is an essential statistical method in experimental psychology and the cognitive sciences. The problems of traditional null hypothesis significance testing (NHST) have been discussed widely, and among the proposed solutions to the replication problems caused by the inappropriate use of significance tests and p-values is a shift toward Bayesian data analysis. However, Bayesian hypothesis testing is concerned with various posterior indices for significance and the size of an effect. This complicates Bayesian hypothesis testing in practice, as the availability of multiple Bayesian alternatives to the traditional p-value causes confusion which one to select and why. In this paper, various Bayesian posterior indices which have been proposed in the literature are compared and their benefits and limitations are discussed. The comparison shows that conceptually not all proposed Bayesian alternatives to NHST and p-values are beneficial, and the usefulness of some indices strongly depends on the study design and research goal. However, the comparison also reveals that there exist at least two candidates among the available Bayesian posterior indices which have appealing theoretical properties and are widely underused in the cognitive sciences. [ABSTRACT FROM AUTHOR]

In human–machine interaction, non-verbal communication through the recognition of facial expressions is a process that operates on a time scale of the order of milliseconds, bringing a new dimension to how machines can affect modern social life. The ambiguity at this time scale is significant, necessitating that humans and machines rely on rich cognitive abilities rather than slow symbolic conclusions, making it necessary for humans and machines to rely on rich perceptual skills rather than sluggish figurative conclusions, especially in critical applications such as elderly care and supportive procedures for people with mobility or communication problems. This research field includes interdisciplinary contributions and specialized support from cognitive areas of psychology, sociology, linguistics, industrial design, and informatics. This paper presents an innovative emotion recognition system through dynamic facial analysis for optimal decision-making in non-verbal communication. It is an innovative model of artificial vision, for the recognition of emotions in the human–machine interaction, combining the look and the basic facial expressions of a person. This approach implements and proposes for the first time in the literature the application of a Common Space Variational Recurrent Deep Embedding (CSVRdE) intelligent learning system. The suggested technique simplifies the process of training customized extraction functions for appropriate image transformations in complicated neural network architectures, resulting in increased learning consistency, superior prediction reliability, and outstanding classification efficiency. Specifically, the suggested technique produces extremely accurate findings without reoccurring difficulties of unknown origin since all characteristics in the dataset are effectively managed. [ABSTRACT FROM AUTHOR]

Psychotherapy research shows that—in individual therapy as in family therapy—some therapists are more effective than others. This highlights the crucial role the therapist plays in a client's improvement. Furthermore, it seems that training may make a difference, as deliberate practice can improve the therapist's effectiveness. In the context of the current renewed awareness of the importance of the person of the therapist in the psychotherapy field, this paper's focus is specifically on the therapist in family therapy practice. There is a long tradition of reflecting on the person of the therapist in the family therapy field, often inspired by the metaphor of the wounded healer. In contrast, focusing on the person op the therapist in the present moment of the therapy session is fairly new. In this paper, we use of the dual process models from cognitive psychology as a frame to reflect on the person of the therapist. We review these dual process models and propose that the intuitive responsivity of the therapist relies on the fast, implicit cognitive system (system 1) and the therapist's self‐reflection on the slow, deliberate system (system 2). The therapist's actions in therapy practice then emerge moment‐by‐moment as an echo of the way these two cognitive systems balance each other. It is optimal if the therapist, attuned to the family's rhythm, can flexibly oscillate between the two systems. In the concluding comments of this paper, reflective questions are posed about what this perspective may mean for family therapy practice, training, and supervision. [ABSTRACT FROM AUTHOR]

Given the impact of traffic sign combinations (TSC) on the driver's visual recognition, this paper analyzed the influence on the driver's visual recognition process. It used the cognitive psychology theory to establish the information transmission model during the traffic sign combinations. It abstracted the information transmission model to construct the driver's information processing model. Simultaneously, according to the analysis of the traffic sign combinations of the urban roads, this paper carried out the driver's visual recognition simulation test when the traffic signs were combined, measured the reaction time of the driver's visual recognition of multiple combinations of traffic signs, and analyzed the driver's recognition time (DRT) range in the traffic sign combinations. It used correlation analysis, robust estimation, polynomial regression, and other methods to obtain a significant relationship between the driver's recognition times in different traffic sign combinations (DTSC). Then it built polynomial regression analysis models, fitted the data, and visualized the fitting results. The results show that through the analysis of the experimental data, based on ensuring certain accuracy, the driver's recognition time of the traffic sign combinations of the urban road increased appropriately. There is a significant relationship between different traffic sign combinations and the driver's recognition time. As the number of traffic signs increases, the driver's recognition time increases significantly. Besides, under certain conditions, gender, age, and the driving experience will impact the driver's recognition time during the traffic sign combinations. The research results can provide the relevant theoretical basis for the setting of urban traffic signs, provide a powerful reference for the revision of various traffic sign setting standards and norms, and provide ideas for future research on the sign system. [ABSTRACT FROM AUTHOR]

In this paper, we prove that for a set of ten univariate stochastic orders including the usual order, a univariate stochastic order preserves either both, one or none of additivity and multiplication properties over the vector space of real-valued random variables. Then, classifying participant's quickness in a mental chronometry trial to "weakly faster" and "strongly faster", we use the above results for the usual stochastic order to establish necessary and sufficient conditions for a participant to be strongly faster than the other in terms of the fitted Wald, Exponentially modified Wald(ExW), and Exponentially modified Gaussian(ExG) distributional parameters. This research field remains uncultivated for other univariate stochastic orders and in several directions. [ABSTRACT FROM AUTHOR]

Personal values influence goals and motivate actions. The case study reported in this paper explored whether an understanding of values would provide a useful framework to guide the co‐creation of the undergraduate cognitive psychology curriculum at a UK University. A design team composed of staff and students ran two co‐creation workshops to explore underlying values. These values were translated into curriculum ideas which were then shared via an online survey to students and staff for feedback. The activities revealed a set of values that were salient when imagining future curriculum designs: feeling stimulated, choice and autonomy, developing competence, feeling safe and secure, community and fairness. In addition, a deeper value layer was visible which reflected participants' orientations to learning and education. We describe our process for eliciting values and the intertwined and iterative relationship between value elicitation and a co‐created curriculum. We also reflect on the position of co‐creation within the value landscape of higher education and the social dynamics of staff‐student partnerships. We argue that whilst using values to frame co‐creation allows for deeper insight into how to embed curriculum re‐innovation, it is important to attend to the value system of co‐creation and those who do not participate. [ABSTRACT FROM AUTHOR]

The uncertainty of judicial decision-making has a deep and extensive theoretical foundation. Theoretical analysis starts with a reflection on legal rationalism that challenges the legal certainty before delving deeply into the case's facts and the entire legal system. In light of this, this paper explores a novel approach to enhance the reasoning mechanism of trial documents from the viewpoint of modern cognitive psychology, concentrating on the parties' and the public's cognitive processes to justice. It is suggested to use an inert hierarchical multilabel classification algorithm. In order to predict the category of invisible examples, the extended multilabel training set is first searched for adjacent samples of invisible examples, and the classification weight and confidence of each category are then determined in accordance with these adjacent samples. The group of invisible examples is then anticipated. Experimental comparison demonstrates that this algorithm outperforms other prediction techniques; the macro accuracy, macro recall, and macro F1 of this method are, respectively, 0.896, 0.871, and 0.814. It has some advantages in many multilabel evaluation indexes when compared to other multilabel algorithms. [ABSTRACT FROM AUTHOR]

In recent years, the study of evaluative linguistic expressions has crossed the field of theoretical linguistics and has aroused interest in very different research areas such as artificial intelligence, psychology or cognitive linguistics. The interest in this type of expressions may be due to its relevance in applications such as opinion mining or sentiment analysis. This paper brings together Fuzzy Natural Logic and Fuzzy Property Grammars to approach evaluative expressions. Our contribution includes the marriage of mathematical and linguistic methods for providing a formalism to deal with the linguistic vagueness of evaluative expressions by describing the syntax and semantics of these structures. We contribute to the study of evaluative linguistic expressions by proposing a formal characterization of them where the concepts of semantic prime, borderline evaluative expressions and markedness are defined and where the relation between the semantic constraints of evaluations and their sentiment can be established. A proof-of-concept of how to create a lexicon of evaluative expressions for future computational applications is presented. The results demonstrate that linguistic evaluative expressions are gradient, have sentiment, and that the evaluations work as a relation of hypernym and hyponym, the hypernym being a semantic prime. Our findings provide the basis for building an ontology of evaluative expressions for future computational applications. [ABSTRACT FROM AUTHOR]

This essay discusses the attempts of progressive artificial intelligence (AI) models to understand behavior. Because of their sophistication and complexity, it is difficult to understand how these models work and therefore it is difficult to make use of them to understand behavioral phenomena. This is indeed the problem with the present state of cognitive psychology that is founded on the analogy between human behaviors and computer operations: if we do not understand progressive AI models, the most successful and sophisticated programs for predicting behavior, then perhaps this should be interpreted as a warning that cognitive psychology is approaching the limits of its explanatory power. This paper develops and backs up this proposal. [ABSTRACT FROM AUTHOR]