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In recent years, a multitude of datasets of human-human conversations has been released for the main purpose of training conversational agents based on data-hungry artificial neural networks. In this paper, we argue that datasets of this sort represent a useful and underexplored source to validate, complement, and enhance cognitive studies on human behavior and language use. We present a method that leverages the recent development of powerful computational models to obtain the fine-grained annotation required to apply metrics and techniques from Cognitive Science to large datasets. Previous work in Cognitive Science has investigated the question-asking strategies of human participants by employing different variants of the so-called 20-question-game setting and proposing several evaluation methods. In our work, we focus on GuessWhat, a task proposed within the Computer Vision and Natural Language Processing communities that is similar in structure to the 20-question-game setting. Crucially, the GuessWhat dataset contains tens of thousands of dialogues based on real-world images, making it a suitable setting to investigate the question-asking strategies of human players on a large scale and in a natural setting. Our results demonstrate the effectiveness of computational tools to automatically code how the hypothesis space changes throughout the dialogue in complex visual scenes. On the one hand, we confirm findings from previous work on smaller and more controlled settings. On the other hand, our analyses allow us to highlight the presence of "uninformative" questions (in terms of Expected Information Gain) at specific rounds of the dialogue. We hypothesize that these questions fulfill pragmatic constraints that are exploited by human players to solve visual tasks in complex scenes successfully. Our work illustrates a method that brings together efforts and findings from different disciplines to gain a better understanding of human question-asking strategies on large-scale datasets, while at the same time posing new questions about the development of conversational systems.

Purpose: I take as a starting point the disparaging comments about the place of history and philosophy of education in initial teacher education (ITE) made by the chair of the Teacher Education Expert Panel established by the Australian Government in 2023, which I take to be the most recent attempt at resurrecting the tired debate over "the art versus science of teaching". I draw on an example from my own ITE classroom to tease possibilities for how historical research and research in the sciences of learning can be in dialogue and collaborate to deepen educational scholarship. Design/Methodology/Approach: The purpose of this essay is to reflect on the scholarly discussions and debates in the sciences of learning that historical researchers of education have largely been absent or excluded from. I argue that historical researchers have an important role to play as "critical friends" to the burgeoning fields of cognitive science and educational neuroscience. Findings: From my cursory and singular account, I highlight two key areas of education where historical research and the sciences of learning can be fruitfully in dialogue and collaboration: Firstly, on the cultural dimension that prefigures learners' approach to learning; and secondly, on the factors that enable or disable effective learning. Originality/Value: This essay sets an agenda for historical researchers in education to exercise "critical friendship" with the cognitive and brain sciences of learning, specifically by adding temporal considerations to the way biology, psychology, and sociality interact to produce different educational outcomes. This will be of "practical" service to ITE -- and to students in schools.

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This paper discusses the theoretical framework and curriculum materials that form the basis of the Investigative Science Learning Environment (ISLE) approach to learning and teaching physics. ISLE, as a philosophical approach to learning, has two core intentionalities: (i) We want students to learn physics by thinking like physicists; by engaging in knowledge-generating activities that mimic the actual practices of physics and using the reasoning tools that physicists use when constructing and applying knowledge. (ii) The way in which students learn physics should enhance their well being. These intentionalities form the basis upon which we build a bricolage of multiple theoretical perspectives. We will show how the ISLE approach and its implementation is shaped by (a) the epistemological commitments of physics, (b) the findings of cognitive science, (c) theories of learning communities, and (d) the perspective of universal design. We will present both qualitative and quantitative data that demonstrate the effectiveness of ISLE in helping students to achieve our intentionalities. We conclude with a call to curriculum developers and implementers to explicitly articulate their intentionalities and theoretical perspectives so that we may forge deeper connections between educational theories, curriculum development, and implementation.

It is important to implement detection and assessment of plant diseases based on remotely sensed data for disease monitoring and control. Hyperspectral data of healthy leaves, leaves in incubation period and leaves in diseased period of wheat stripe rust and wheat leaf rust were collected under in-field conditions using a black-paper-based measuring method developed in this study. After data preprocessing, the models to identify the diseases were built using distinguished partial least squares (DPLS) and support vector machine (SVM), and the disease severity inversion models of stripe rust and the disease severity inversion models of leaf rust were built using quantitative partial least squares (QPLS) and support vector regression (SVR). All the models were validated by using leave-one-out cross validation and external validation. The diseases could be discriminated using both distinguished partial least squares and support vector machine with the accuracies of more than 99%. For each wheat rust, disease severity levels were accurately retrieved using both the optimal QPLS models and the optimal SVR models with the coefficients of determination (R2) of more than 0.90 and the root mean square errors (RMSE) of less than 0.15. The results demonstrated that identification and severity evaluation of stripe rust and leaf rust at the leaf level could be implemented based on the hyperspectral data acquired using the developed method. A scientific basis was provided for implementing disease monitoring by using aerial and space remote sensing technologies. [ABSTRACT FROM AUTHOR]

The critical question for cognitive scientists is what does cognitive science do, if anything, for people? Cognitive science is primarily concerned with human cognition but has fallen short in continuously and critically assessing the "who" in human cognition. This complacency in a world where white supremacist and patriarchal structures leave cognitive science in the unfortunate position of potentially "supporting" those structures. We take it that many cognitive scientists operate on the assumption that the study of human cognition is both interesting and important. We want to invoke that importance to note that cognitive scientists must continue to work to show how the field is useful to all of humanity and reflects a humanity that is not white by default. We wonder how much the field has done, and can do, to show that it is useful not only in the sense that we might make connections with researchers in other fields, win grants and write papers, even of the highest quality, but useful in some material way to the billions of non-cognitive scientists across the globe.

Purpose: While many approaches in the field of unlearning aim at describing, understanding or explaining the "what" and/or "how" of unlearning, this paper aims to focus on the "where-to" and the goal of unlearning. In many cases, unlearning starts off with a specific result or goal in mind. This paper suggests that such an approach has to be challenged in the context of a highly complex and uncertain world and to introduce a mode of unlearning following a strategy of future-oriented open-endedness. Design/methodology/approach: This conceptual paper draws on (both theoretical/philosophical and empirical) interdisciplinary evidence from a wide variety of fields, such as organization studies, organizational (un)learning, systems theory, cognitive science and innovation studies. Findings: It turns out that open-endedness in unlearning processes plays a central role, especially if we are confronted with high levels of uncertainty and complexity. In such an environment, following a strategy of co-becoming with an unfolding environment and with an emergent goal seems to be more promising than aiming at a preconceived (un-)learning goal. Originality/value: The unlearning literature provides various approaches to what unlearning is and how it can be executed. However, understanding the actual goals and outcomes of unlearning and how these goals are identified and determined is a rather under-researched field. In many cases, they are preconceived in advance finding their realization in new forms of knowledge, assumptions, belief systems, values or routines. This paper challenges this strategy and addresses the gap of how it is possible to unlearn toward an uncertain future. This has an impact on the process of unlearning itself; it has to be reframed and understood as an open-ended strategy for identifying emerging future potentials, purposes and goals in a process of co-becoming with an unfolding future.

This paper comments on the theoretical formulations and usage of the construct of teacher noticing in a selection of the papers in this special issue of "ZDM Mathematics Education." The analysis of how the notion of teacher noticing is used in the papers suggests that it draws attention to several interdependencies involved that have not been attended to in the past. However, the contributions in this special issue have only partially accounted for the dynamic interactions in teacher noticing, suggesting that there is potential for enriching our understanding of the complexities involved in the realm of teacher noticing. The purpose of this commentary is to stimulate the current discussion on teacher noticing by providing insights from cognitive science and the applied science of human factors, which have the potential to challenge the current understanding of noticing. In doing so, the paper sets the stage for several related constructs from these research disciplines to raise awareness of aspects that recent conceptualizations of teacher noticing may have blinded rather than enlightened.

There's no doubt that research bearing directly on classroom practice is crucial. In this article Daniel Willingham maintains that it's useful for educators also to know the basic science around children's cognition, emotion, and motivation, because beliefs about what children are like inevitably influence teaching practice. The purpose of learning the science would be to broaden and deepen that knowledge, and to disabuse teachers of any misconceptions they might have. Still, not everything of concern to scientists is valuable to educators. The author makes the point that some statements concerning children's learning are perfectly sound scientifically but should not influence educational decisions. That includes some statements that seem like they ought to have a direct bearing on classrooms. In this article, Willingham describes three types of statements scientists make, only one of which he thinks ought to influence teaching practice, but he points out that even that type of statement, can be misapplied.

Artificial intelligence (AI) policy, innovation, and practice are moving ahead in rapid fashion. There is a growing mismatch between technological innovations in AI, which are advancing at a rapid rate, and normative and regulatory frameworks, which are lagging, particularly when it comes to protecting democratic values and human rights principles. National governments and multilateral institutions are attempting to catch up. At least 175 countries, firms and other organizations have produced documents listing ethical principles for AI. These efforts have proceeded in a somewhat fragmented manner, yet there are emerging signs of consolidation as the United States, Europe, and other countries begin to coalesce around shared principles. Europe, in particular, has raced ahead to draft comprehensive legislation, the Artificial Intelligence Act (AIA), to oversee these technologies and systems. What has motivated the European Union to pursue this approach? And how will this effort influence AI norms globally? This paper describes how Europe's AI norm-building process represents an effort to ensure EU priorities are reflected in the AI governance landscape. Europe's approach faces uncertainty. While it is likely that the AIA will meaningfully influence global AI norms, several factors may hinder its global diffusion and adoption. [ABSTRACT FROM AUTHOR]

The purpose of this article is to offer insights into current understanding of digital learning environments (DLEs) from a neuroscientific perspective. Cognitive neuroscience methods are increasingly applied in educational research to examine the neural underpinnings of learning. As such, neuroscientific evidence can play an important role in advancing current knowledge base from the existing self-reported data and behavioural measures in the field of educational technology. In this paper, we focus our review of neuroscience research on DLEs that can potentially transform the way we view learning and instruction. We discuss recent empirical studies done on DLEs using common cognitive neuroscience methods which included eye tracking, electroencephalography (EEG), and functional magnetic resonance imaging (fMRI). We offer recommendations for future applications of neuroscience methods in behavioural research within DLEs.

The study of everyday numeric thinking in adults directs our attention to several aspects of number cognition that have received almost no attention in the experimental cognitive science literature, namely the influences of socially situated artifact use on numeric processing. The current studies explore numeral recognition and conceptualisation processes in business people who engage in different types of numeracy practices; orally based numeracy practices which involve very little use of written records compared to paper-based numeracy practices. Ethnographic observations of Lebanese business people were conducted to gain a detailed understanding of the socio-cognitive demands in orally-based paperless and paper-based business settings. These observations were in turn used to design experimental reaction time studies which investigated currency based numeral recognition and conceptualisation processes. The results of the numeral recognition and priming studies clearly illustrate that the use of artifacts in everyday numeracy practices influences numeral recognition and conceptualisation in a way that suggests tight linkages between the visio-spatial processes involve in recognizing numerals embedded in cultural artifacts and the semantically based processes involved in the conception of these numerals. The relevance of the current findings for the main models of adult numeric cognition and for research on everyday numeracy will be discussed. [ABSTRACT FROM AUTHOR]

This study explores the patterns of exchange of research knowledge among Education Research, Cognitive Science, and what we call "Border Fields." We analyze a set of 32,121 articles from 177 selected journals, drawn from five sample years between 1994 and 2014. We profile the references that those articles cite, and the papers that cite them. We characterize connections among the fields in sources indexed by Web of Science (WoS) (e.g., peer-reviewed journal articles and proceedings), and connections in sources that are not (e.g., conference talks, chapters, books, and reports). We note five findings—first, over time the percentage of Education Research papers that extensively cite Cognitive Science has increased, but the reverse is not true. Second, a high percentage of Border Field papers extensively cite and are cited by the other fields. Border Field authors' most cited papers overlap those most cited by Education Research and Cognitive Science. There are fewer commonalities between Educational research and Cognitive Science most cited papers. This is consistent with Border Fields being a bridge between fields. Third, over time the Border Fields have moved closer to Education Research than to Cognitive Science, and their publications increasingly cite, and are cited by, other Border Field publications. Fourth, Education Research is especially strongly represented in the literature published outside those WoS-indexed publications. Fifth, the rough patterns observed among these three fields when using a more restricted dataset drawn from the WoS are similar to those observed with the dataset lying outside the WoS, but Education Research shows a far heavier influence than would be indicated by looking at WoS records alone. [ABSTRACT FROM AUTHOR]

In an age of unprecedented scientific achievement, I argue that the neurosciences are poised to transform our perceptions about life on earth, and that collaboration is needed to exploit a vast body of knowledge for humanity's benefit. The scientific method distinguishes science from the humanities and religion. It has evolved into a professional, specialized culture with a common language that has synthesized technological forces into an incomparable era in terms of power and potential to address persistent problems of life on earth. When Willis of Oxford initiated modern experimentation, ecclesial authorities held intellectuals accountable to traditional canons of belief. In our secularized age, science has ascended to dominance with its contributions to progress in virtually every field. I will develop this transition in three parts. First, modern experimentation on the brain emerged with Thomas Willis in the 17th Century. A conscientious Anglican, he postulated a "corporeal soul," so that he could pursue cranial research. He belonged to a gifted circle of scientifically minded scholars, the "Virtuosi," who assisted him with his "Cerebri anatome." He coined a number of neurological terms, moved research from the traditional humoral theory to a structural emphasis, and has been remembered for the arterial structure at the base of the brain, the "Circle of Willis." Second, the scientific method is briefly described as a foundation for understanding its development in neuroscience. Scientists now are necessarily professionals, who are credentialed and are engaged in scientific specialties. This section of the paper is sometimes referred to as the "heroic period" for its noteworthy pioneers. Their accomplishments paved the way for unprecedented growth in the neurosciences at the end of the 20th Century. Two illustrations demonstrate a preoccupation with brain (neuron doctrine) and mind (development of psychology) throughout the maturation stage. The neuron doctrine was formulated by creative use of cellular stains and improved microscopy: Ramon y Cajal, Golgi, Nissl, Weigert, Waldeyer, and Sherrington. Early options for the subject of psychology as science were consciousness (Wundt, James) and unconsciousness (Freud, Jung). In their wake were Gestalt (Wertheimer, Koffke, Kohler), behaviorism (Watson, Skinner), and mechanical intelligence. In the mid-20th century psychologists questioned a partitive approach to the mind and non-empirical theories. Governmental support for scientific research led to technology that dramatically expanded the neurosciences. The issues of the mind and neurophysiology have synthesized into the cognitive neurosciences, which are concerned with the biological substrates of mental processes and their behavioral manifestations. Third, how does the world marshal neuroscientific and genetic breakthroughs to serve its urgent problems? The collaborations of the past point to the need for an institutional hub to coordinate the resources at our disposal. The Broad Institute was founded in 2004 to transform medicine through molecular knowledge. Its goals are holistic, so it adds a bodily dimension to the traditional mind/brain focuses of neuroscience. This collaborative model is very promising for the kinds of challenges that we face today. The paper has presented some information to show us that the scientific method has created distinctive academic disciplines with a common language. Accordingly, a neuroscientist is a professional practitioner in a specialty that seeks to advance our understanding of mind/brain/body connections through research, medicine, and the affiliations that sponsor collaboration in the field. (Contains 76 footnotes.)

People use commonsense science knowledge to flexibly explain, predict, and manipulate the world around them, yet we lack computational models of how this commonsense science knowledge is represented, acquired, utilized, and revised. This is an important challenge for cognitive science: Building higher order computational models in this area will help characterize one of the hallmarks of human reasoning, and it will allow us to build more robust reasoning systems. This paper presents a novel "assembled coherence (AC) theory" of human conceptual change, whereby people revise beliefs and mental models by constructing and evaluating explanations using fragmentary, globally inconsistent knowledge. We implement AC theory with "Timber," a computational model of conceptual change that revises its beliefs and generates human-like explanations in commonsense science. "Timber" represents domain knowledge using predicate calculus and qualitative model fragments, and uses an abductive model formulation algorithm to construct competing explanations for phenomena. "Timber" then (a) scores competing explanations with respect to previously accepted beliefs, using a cost function based on simplicity and credibility, (b) identifies a low-cost, preferred explanation and accepts its constituent beliefs, and then (c) greedily alters previous explanation preferences to reduce global cost and thereby revise beliefs. Consistency is a soft constraint in "Timber"; it is biased to select explanations that share consistent beliefs, assumptions, and causal structure with its other, preferred explanations. In this paper, we use "Timber" to simulate the belief changes of students during clinical interviews about how the seasons change. We show that "Timber" produces and revises a sequence of explanations similar to those of the students, which supports the psychological plausibility of AC theory.

In a society where computers have become ubiquitous, it is necessary to develop a broader understanding of the nature of computing and programming, not just from a technical viewpoint but also from a historical and philosophical perspective. Computers and computer programs do not exist in a vacuum. Instead, they are a part of a rich socio-technological context that provides ways for understanding computers and reasoning about programs. This includes not only formal logic, mathematics, sciences, and technology but also cognitive sciences and sociology. The focus of this special issue is on questions that arise when we consider computing and programming in a wider context. In particular, the papers in this special issue explore the interplay between computing or programming and mathematics, formal logic, sciences, technology, and society. [ABSTRACT FROM AUTHOR]

All papers will be fully peer reviewed with publication of the full issue scheduled for later in the same year. Belief in conspiracy theories has become widespread, from COVID-19 and vaccinations to climate change and QAnon. [Extracted from the article]

In the paper, I Traffic flow guidance algorithm in intelligent transportation systems considering the effect of non i - I floating vehicle i , Chen et al. ([4]) present the method of estimating non-floating vehicles' driving information according to floating vehicles' information. The authors presented the estimation method, a new traffic flow guidance algorithm, Estimated Weighted Vehicle Density Feedback Strategy (EWVDFS) based on Weighted Vehicle Density Feedback Strategy (WVDFS). In the paper, A I robust lane detection method based on hyperbolic model i , Li et al. ([9]) investigated a robust lane detection method under structured roads. The paper I Road network i - I based region of interest mining and social relationship recommendation i by Tan and Zhang ([17]) proposed road context-based active region extraction algorithm (RAREA) which explores the method to extract the specific regions within the road network. [Extracted from the article]

Computational models of memory presented in this issue reflect varied empirical data and levels of representation. From mathematical models to neural and cognitive architectures, all aim to converge on a unified theory of the mind. [ABSTRACT FROM AUTHOR]

The case study focuses on the interactional mechanisms through which online collaborative teams co-construct a shared understanding of an analytical geometry problem by using dynamic geometry representations. The collaborative study consisted of an assignment on which the learners worked together in groups to solve a ship navigation problem as described in the Virtual Math Teams (VMT) environment. In this paper, a single group's problem solving activities were qualitatively analyzed to understand how they achieved a sense of joint perception of their shared workspace as a navigational chart which encodes the physical relationships between landmarks in the form of angle and distance measures. The analysis of the excerpts indicated that the initial struggles and their resolution in interaction as participants mastered the use of dynamic features in their shared workspace helped them gradually develop a shared understanding of the key spatial relationships among landmarks encoded in the 2D chart.

Cognitive science has converged in many ways with cognitive psychology, but while also maintaining a distinctive interdisciplinary nature. Here we further characterize this existing state of the field before proposing how it might be reconceptualized toward a broader and more distinct, and thus more stable, position in the realm of sciences., (© 2019 Cognitive Science Society, Inc.)

For decades, there have been calls for bringing the Cognitive Science literature and Educational Research literature into greater and more systematic contact, resulting in the publication of a number of influential papers and the launch of targeted federal funding programs around the turn of the century. This article explores the extent of the integration of Cognitive Science into the Educational Research literature at around that time by means of a citation analysis of journal articles published between 1994 and 2014. Results reveal a marked increase in the citation of Cognitive Science articles by Educational Research articles beginning around the year 2000. They also show a similar increase in citation by Educational Research articles of articles appearing in "Border field" journals (i.e. Educational Psychology, the Learning Sciences, Human-Computer Interaction, and Applied Linguistics). Border Field articles, in turn, show a relatively high percentage of citation of articles in both Education Research and Cognitive Science, suggesting that they may serve as a pathway for the flow of knowledge between fields. These trends held for papers with US authors as well as those with non-US authors. Limitations of citation analysis are discussed along with suggestions for future research.

Foreign language (FL) aptitude generally refers to a specific talent for learning a foreign or second language (L2). After experiencing a long period of marginalized interest, FL aptitude research in recent years has witnessed renewed enthusiasm across the disciplines of educational psychology, second language acquisition (SLA) and cognitive neuroscience. This paper sets out to offer a historical and an updated account of this recent progress in FL aptitude theory development and research. As its subtitle indicates, the paper centres on three major issues: following the introduction and clarification of basic concepts, Section 1 traces the early conceptions of FL aptitude dominated by John Carroll's pioneering work. Section 2 summarizes and examines more recent theoretical perspectives and FL aptitude models proposed by researchers from multiple disciplines that have significantly broadened the conventional research traditions associated with Carroll's original conception. Based on the research synthesis of current FL aptitude models, Section 3 suggests the directions FL aptitude theory and research might take in coming years. We conclude that a working memory perspective on FL aptitude presents one promising avenue for advance, as does the development of new aptitude tests to predict speed of automatization, implicit learning and greater control over an emerging language system. In addition, it is argued that issues of domain-specificity versus domain-generality for aptitude tests may lead to aptitude theory and research becoming more central in applied linguistics.

Using iconic images created by students in Belfast and Sarajevo of their respective cities, this paper will explore how emerging ideas in the field of cognitive science (e.g. Gallagher, S. 2005. "How the Body Shapes the Mind." Oxford: Clarendon Press) can help explain the making and understanding of Augusto Boal's "Image Theatre". There has been growing interest in the intersection between performance and cognitive science (McConachie, B., and H. E. Hart, eds. 2006. "Performance and Cognition: Theatre Studies after the Cognitive Turn." Routledge), particularly in terms of kinaesthetic empathy (Reynolds, D., and M. Reason, eds. 2012. "Kinaesthetic Empathy in Creative and Cultural Practices." Intellect), which can enhance our understanding of the embodied practices associated with Augusto Boal's Image Theatre. This paper will analyse the ambiguities inherent in stage images of contested cities to explore how these may reveal unconscious insights into the image-makers' perception of their home environments. An image of Sarajevo, for instance, ostensibly about the Winter Olympics, prompts consideration of the city's internal divisions. An image of Belfast, ostensibly about the Titanic, suggests the limitations of the city's Peace Process. Taking Boal's idea that stage images should be "felt" rather than read, this article explores the fine line between feeling and meaning in the understanding of Image Theatre and suggests that alongside literacy and orality we now also need to include "imageracy", the ability to interpret and understand images, as a key competency for the modern world.

Contributes to the present understanding of Applied Cognitive Psychology. Reflection of the discussion from documented papers by contrasting them as they relate to the field; Ways in which a discussion might be conducted and still be in reconciliation with the special issue of interest; Disclosure of any continuity of approach to the field between D. Broadbent's postulation and to his ex-students and colleagues.

The contributions of Allan N. Schore, Wilma Bucci, and James L. Fosshage in this issue highlight the continuing efforts of these researchers to understand and illuminate the nature of implicit and explicit processing and to construct theories based on their observations and their relationship to therapeutic action. An examination of the core elements of each theory-Schore's focus on right brain processes and the importance of affect, Bucci's further delineation of subsymbolic processes that participate in the formation of emotion schemas, and Fosshage's emphasis on the importance of imagistic symbolic encoding and processing and the interplay of implicit and explicit processing in creating two pathways to therapeutic change-is presented with emphasis on aspects of interpenetration and difference. Areas of further investigation that highlight the importance of implicit processes are discussed. They include inference making, the supervisory paradigm as a means of promoting change in clinical work, the use of videotapes in parent/child observation, and the interactive use of images and memory triggers in an experimental design to assist Alzheimer's patients. [ABSTRACT FROM AUTHOR]

This commentary examines a very fundamental aspect of human psychology: the nature of unconscious knowledge and the process of self-reflection. However the term implicit is associated in cognitive science with unconscious procedural knowledge (of motor acts) rather than unconscious meaning, which is the business of psychoanalysis. Further, the Boston Change Process Study Group authors do not compare or contrast their ideas to analogous concepts within psychoanalytic theory such as Freud's concept of the preconscious, which was descriptive of a reflective verbal domain. [ABSTRACT FROM AUTHOR]

In this discussion paper, teaching and learning are characterized as being situated, complex, and reciprocally interactive activities. Accordingly, a teacher's pedagogical actions are always action and reaction at the same time. Irrespective of the reciprocally interactive nature of teaching and learning, educational research has sought to identify characteristics of teacher expertise that enable teachers to influence students' learning in a systematic and positive way. In this respect, the contributions to this special issue offer an innovative research paradigm, because they bring together different and originally separated strands of research: (1) research on professional vision in teacher education, (2) research on the structure and development of expertise in cognitive science, (3) research on cognitive processes by means of eye-tracking technologies in psychology, and (4) research on educational effectiveness and instructional quality in educational science. Following this introduction, a detailed discussion of the rewards and challenges of each of the seven contributions is provided. This discussion leads to the following conclusions: (a) The emphasis on the "reacting teacher" in professional vision research undervalues the role of lesson planning for the flexible handling of sudden events during class instruction. (b) The assumption of professional vision as "mediator" between a teacher's knowledge and pedagogical actions overlooks that teachers can sometimes do more than they can tell. (c) Not all of the gaze behavior that is currently studied needs to be instructed. (d) Research should move beyond explorative expert-novice comparisons to hypotheses-driven designs that investigate how teachers can learn to successfully apply evidence-based pedagogical principles.

Reports on the 1st European Workshop on Multi-Agent Systems, held at St. Catherine's College in Oxford University in Oxford, England. Increase in the number of European researchers in the area of multi-agent systems; Aim of the workshop; Sessions in the workshop; Details of the second Workshop on Multi-Agent Systems.

What is the most prototypical form of African literature? Shouldn't we be using African languages to produce African literary texts, shouldn't we produce more Afriphone African literature compared to Europhone African literature or Afro-Europhone literature? This issue underlies the reality that the vast majority of African writers presumably think in one language and express themselves (speak, enchant, or write) in another. This problematic, crystalized in major debates between Ngugi wa Thiongo and others, on the one hand, and Chinua Achebe and others, on the other hand, has resulted in great challenges as to how we can define or even conceptualize the discipline of African literature. Is it literature written by Africans in African languages for Africans or is it literature written by anybody including nonAfricans in non-African languages? Or is it somewhere in-between these two extremes? The paper discusses several positions on this major question in African literature before advancing a novel proposal based on insights and evidence from proto-type theory within Linguistics and the Cognitive Sciences. This proposal leads to a somewhat provocative conclusion about the gradation of African literatures, where "African language literatures" or Afrophone literatures, comprise the core, proto-typical category in a 21st Century African literature constellation, whereas foreign language and diasporic literatures such as "Afro-European literatures," "Afro-American literatures," and "Afro-Chinese literatures" are the hybrid and thus more recessive, peripheral types of African literature.

This paper is a philosophical study of the nature of thinking based on the philosophies of Martin Heidegger and Rudolf Steiner. For Heidegger, the pre-Socratic Greek philosophers exemplified genuine thinking, appreciating the meaning of Being. But this kind of philosophy was soon replaced by the onto-theological approach, in which Being was reductively objectified, and the question of the meaning of Being was forgotten. Hence, according to Heidegger, we still have to learn to think. Commentators on Heidegger point to the similarities between his approach to thinking and that of various mystical teachings, such as those of Meister Eckhart or Zen Buddhism. Another less well known philosopher who devoted himself to this question was Rudolf Steiner. Like Heidegger, Steiner claims that we do not know what it means to really think. Steiner was however more outspoken in insisting that only through a kind of meditative practice can we directly experience the nature of thinking. Present day materialistic explanations of thinking as caused by the brain stand in clear opposition to his spiritual conception of thinking. Drawing upon Heidegger (somewhat) and Steiner (mostly) I argue against the materialistic understanding of thinking as jumping to unwarranted conclusions. The paper ends with describing some of the elements of Steiner Waldorf education which are intended to promote the development of living, creative thinking.

This paper critically examines the application of research into cognitive neuroscience to educational contexts. It first considers recent warnings from within the neuroscientific community itself about the limitations of current neuroscientific knowledge and the urgent need to dispel popular "neuromyths" which have become accepted in many classrooms. It also criticises the use of over-simplified neuroscience to add scientific credibility to curricular reform, as has been the case in the rationale behind the recent implementation of the Northern Ireland Revised Curriculum. The paper then draws on the philosophy of Wittgenstein to highlight a further conceptual confusion which often surrounds the application of neuroscience to education.

Chew and Cerbin (2021) outline nine cognitive challenges to student learning with which economic educators are likely familiar, even if the language used to describe them differs. In this article, the authors refrain from summarizing Chew and Cerbin's framework and instead focus on providing context for how those conducting research and developing pedagogy in economics might incorporate these challenges into their work. In addition, they provide some thoughts on what these challenges mean for two important related issues: improving diversity and inclusion in the economics profession and the training of teachers in economics. [For "The cognitive challenges of effective teaching," see EJ1282120.]

Practice effects are ubiquitous human phenomena that have been scientifically studied for over half a century. They are also among the most directly applicable psychological phenomenon, holding broad implications for any domain involving human expertise, and especially for education. Yet the details of how practice works to improve performance are often poorly understood by the users of this phenomenon, such as teachers and coaches. In this paper I describe a simple classroom activity, The Seeker Game, which introduces students to the basics of practice effects, and to some of its complexities. After describing the game I suggest directions for discussion, focusing on "Microgenetic Analysis," a method that exposes the sources of performance change in detail. This analysis reveals the multifactorial nature of change, demonstrating that performance change often takes place not primarily in participants' heads, but spanning the cognitive, physical, and social domains.

Deans for Impact, a nonprofit organization composed of leaders of educator-preparation programs throughout the U.S., believes cognitive science is an important part of an evidence-based core of knowledge that preservice teachers should possess. Member deans believe that cognitive science holds promise for improving learning and promoting the professionalization of teaching. With that in mind, Deans for Impact published a six-page white paper entitled "The Science of Learning," which summarizes existing research on how students learn and connects this research to practical implications for teaching. The paper was developed in close collaboration with cognitive scientist Dan Willingham and Paul Bruno, a former middle school science teacher. "The Science of Learning" contains six key questions related to how students learn, with principles from cognitive science that help answer them, and lists some practical implications for teaching that follow from these scientific principles.

The Nobel Prize in Economics was awarded in 2002 for work on judgment and decision-making tasks that are the operational measures of rational thought in cognitive science. Because assessments of intelligence (and similar tests of cognitive ability) are taken to be the quintessence of good thinking, it might be thought that such measures would serve as proxies for the assessment of rational thought. It is important to understand why such an assumption would be misplaced. It is often not recognized that rationality and intelligence (as traditionally defined) are two different things conceptually and empirically. Distinguishing between rationality and intelligence helps explain how people can be, at the same time, intelligent "and" irrational. Thus, individual differences in the cognitive skills that underlie rational thinking must be studied in their own right because intelligence tests do not explicitly assess rational thinking. In this article, I describe how my research group has worked to develop the first prototype of a comprehensive test of rational thought (the Comprehensive Assessment of Rational Thinking).

This document is a response to a comment made by Robertas Damaševičius regarding an article on info-autopoiesis and artificial general intelligence (AGI). The response addresses specific points raised in the comment and clarifies the author's position. It emphasizes that info-autopoiesis, the self-creation of information, is fundamental only to humans and not achievable by artificial creations. The article argues for the impossibility of achieving AGI using info-autopoiesis and suggests that resources should be directed towards more achievable goals in AI. The response also discusses the relationship between biological aspects of human intelligence and AI research, highlighting the use of neural networks and considering the architecture of AGI. It concludes by stating that info-autopoiesis sets a limit to human knowledge based on fundamental principles and that all human creations are syntactic and incapable of semantic interpretation. The text discusses the concept of info-autopoiesis and its application to AI research. Info-autopoiesis is a framework that aims to explain how living organisms function, and the paper explores its potential implications for AI and AGI development. The author acknowledges the limitations of info-autopoiesis and emphasizes the need for interdisciplinary collaboration and ethical considerations in AI research. The text concludes by suggesting areas for further research and expressing gratitude for the comments and suggestions provided by Robertas Damaševičius. [Extracted from the article]