8,955 results
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2. Language Is a Complex Adaptive System: Position Paper
- Author
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Beckner, Clay, Blythe, Richard, and Bybee, Joan
- Abstract
Language has a fundamentally social function. Processes of human interaction along with domain-general cognitive processes shape the structure and knowledge of language. Recent research in the cognitive sciences has demonstrated that patterns of use strongly affect how language is acquired, is used, and changes. These processes are not independent of one another but are facets of the same "complex adaptive system" (CAS). Language as a CAS involves the following key features: The system consists of multiple agents (the speakers in the speech community) interacting with one another. The system is adaptive; that is, speakers' behavior is based on their past interactions, and current and past interactions together feed forward into future behavior. A speaker's behavior is the consequence of competing factors ranging from perceptual constraints to social motivations. The structures of language emerge from interrelated patterns of experience, social interaction, and cognitive mechanisms. The CAS approach reveals commonalities in many areas of language research, including first and second language acquisition, historical linguistics, psycholinguistics, language evolution, and computational modeling.
- Published
- 2009
- Full Text
- View/download PDF
3. Abstracts of Invited and Symposium Papers
- Published
- 2001
- Full Text
- View/download PDF
4. Abstracts of Invited and Symposium Papers
- Published
- 2000
- Full Text
- View/download PDF
5. Proceedings of Selected Research Paper Presentations at the Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division (11th, Dallas, Texas, February 1-5, 1989).
- Author
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Simonson, Michael R. and Frey, Diane
- Abstract
The 46 papers is this volume represent some of the most current thinking in educational communications and technology. Individual papers address the following topics: gender differences in the selection of elective computer science courses and in the selection of non-traditional careers; instruction for individuals with different cognitive styles; the teacher's role in integrating instructional technology; affective-cognitive learning; factors influencing mental effort; educational technology and integration; computer screen layout design; graphic format, cognitive style, and recall of quantitative data; semiotic theory and educational technology; international students and the use of educational media in their home countries; teachers and technology; elementary teachers, psychological types, and uses of educational computing; computer-based instruction, problem-solving skills, and middle-level students; secondary computer-based instruction in macroeconomics; distance education; learner control and interactive video; rules and higher order rules; satellite communications and high school education; best colors for audiovisual materials instruction; structure and organization in instructional text; instructional plans and situated learning; microcomputer-based instruction program strategies and verbal and visual testing; intelligent computer-assisted instruction; Fishbein Model and normative influences on behavior; and skipping of subordinate skills. Also included are a symposium on interactive video and Richard Clark's media research. Cumulative author and descriptor indexes for the 1989 conference proceedings are provided. (CGD)
- Published
- 1989
6. Proceedings of Selected Research Paper Presentations at the 1988 Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division (10th, New Orleans, Louisiana, January 14-19, 1988).
- Author
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Simonson, Michael R. and Frederick, Jacqueline K.
- Abstract
The 54 papers in this volume represent some of the most current thinking in educational communications and technology. Individual papers address the following topics: feedback in computer-assisted instruction (CAI); cognitive style and cognitive strategies in CAI; persuasive film-making; learning strategies; computer technology and children's word recognition automaticity; the development of an intelligent technical information system; CAI strategies and achievement; cooperative learning at the computer; instructional development and interactive video; locus of control and CAI; the effects of screen and text density on CAI; design of computer-based simulations; perceived credibility of female peer talent in computer instruction; academic preparation for instructional technology and competency and job success; computer animation and instructional design; instructional intervention for hearing-impaired adults; theoretical foundations of educational technology; design of CAI software for teachers without programming experience; individualizing CAI; an application of the Fishbein attitude-behavior consistency model to learning computer operation; heuristic methods applied to the design of intelligent CAI; professional ethics; cognitive psychology, cognitive processing, and instructional design; cognitive style and subliminal instruction; programming of a concept learning lesson and branching; and instructional development and teacher education. Also included are a symposium on technological equity and a proposal for a "third wave" educational system. Cumulative author and descriptor indexes for the 1985, 1986, 1987, and 1988 conference proceedings are provided. (EW)
- Published
- 1988
7. Logic and Cognition: Special Issue of Best Papers of the ESSLLI 2012 Workshop
- Author
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Szymanik, Jakub and Verbrugge, Rineke
- Published
- 2013
8. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (20th, Madeira Island, Portugal, October 21-23, 2023)
- Author
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International Association for Development of the Information Society (IADIS), Demetrios G. Sampson, Dirk Ifenthaler, and Pedro Isaías
- Abstract
These proceedings contain the papers of the 20th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2023), held in Madeira Island, Portugal, from 21 to 23 October 2023 and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2023 Conference received 75 submissions from more than 24 countries. Out of the papers submitted, 46 were accepted as full papers for an acceptance rate of 61%; 11 were accepted as short papers and 1 was accepted as reflection paper. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Professor Barbara Wasson, Director, Centre for the Science of Learning & Technology, Norway. [Individual papers are indexed in ERIC.]
- Published
- 2023
9. CRITICAL ISSUES IN RESPONSE-TO-INTERVENTION, COMPREHENSIVE EVALUATION, AND SPECIFIC LEARNING DISABILITIES IDENTIFICATION AND INTERVENTION: AN EXPERT WHITE PAPER CONSENSUS
- Author
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Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., Cohen, M., Davis, A., Decker, S., Denckla, M., Dumont, R., Elliott, C., Feifer, S., Fiorello, C., Flanagan, D., Fletcher-Janzen, E., Geary, D., Gerber, M., Gerner, M., Goldstein, S., Gregg, N., Hagin, R., Jaffe, L., Kaufman, A., Kaufman, N., Keith, T., Kline, F., Kochhar-Bryant, C., Lerner, J., Marshall, G., Mascolo, J., Mather, N., Mazzocco, M., McCloskey, G., McGrew, K., Miller, D., Miller, J., Mostert, M., Naglieri, J., Ortiz, S., Phelps, L., Podhajski, B., Reddy, L., Reynolds, C., Riccio, C., Schrank, F., Schultz, E., Semrud-Clikeman, M., Shaywitz, S., Simon, J., Silver, L., Swanson, L., Urso, A., Wasserman, T., Willis, J., Wodrich, D., Wright, P., and Yalof, J.
- Published
- 2010
10. Psychological Applications and Trends 2024
- Author
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Clara Pracana, Michael Wang, Clara Pracana, and Michael Wang
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.
- Published
- 2024
11. The Pedagogical Use of Didactic Classes for Teaching Cognitive Psychology
- Author
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Jens Koed Madsen, Nicole Lauren George, and Andreia Cury Fernandes
- Abstract
The didactic class is a pedagogical tool meant to increase classroom interactivity by encouraging student discussion of real-life cases in connection with theory. This paper evaluates the pedagogical impact of using a one-off didactic class where an external expert is brought in to discuss how to relate a cognitive psychology course's content to real-life problems. Using a mixed-methods approach, we measure the undergraduate students' sense of conceptual understanding, their perspective on applying cognitive sciences, their sense of belonging to the department, and their motivation to work. Students' sense of understanding and their perspective in applying cognitive sciences to real-world problems significantly increased after this class. However, we found no significant differences in their sense of belonging to the department or their motivation to study. This suggests didactic classes may further course-specific content but do not change broader aspects of motivation or belonging. The qualitative interviews support the quantitative results. Students reported that the didactic class made them think laterally about content from other modules and how they could apply theoretical insights to real-world problems, which boosted confidence. Students reported great satisfaction with the didactic class. Of course, the speaker must be relevant to the course content, and students should feel empowered and able to speak in class. However, these are practical concerns that should not discourage lecturers from exploring didactic classes as a fun and instructive tool that has significant pedagogical benefits.
- Published
- 2024
12. Abstracts of Colloquium and Submitted Symposium Papers
- Published
- 2011
13. Der, die oder das Holocaust? A Response to Sander L. Gilman's Paper
- Author
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Adelson, Leslie A.
- Published
- 1989
- Full Text
- View/download PDF
14. Abstracts of Colloquium Papers
- Published
- 1995
- Full Text
- View/download PDF
15. Leveraging Neuroscience as a Tool to Advance Architecture Pedagogy
- Author
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Motamedi, Shooka
- Abstract
The brain alone is a complex organ in which all sensory, intellectual, emotional, and intuitive perceptions take place. Today, one of the research challenges in teaching-learning science is the answer to the question of how much the application of findings from neuroscience studies on learning can be effective in improving the quality of education. Where are the overlaps between the language of neuroscience and the science of teaching-learning? While previous teachings have emphasized the importance of schemas or mental formats as a new learning infrastructure, cognitive neuroscience looks at how knowledge, insight, and experience are processed in the brain and how neural connections in the brain provide new learning. The information encoded in the hippocampus can form schemas reliably in institutionalized neocortical networks. How can these mechanisms be used to improve education, especially architecture education? The current insights from the basic and applied research of cognitive neuroscience, cognitive psychology, and teaching-learning science research promise a change in educating architects. This article introduces the commonalities of neuroscience, cognitive studies, and architectural education. [For the full proceedings, see ED631133.]
- Published
- 2022
16. Psychological Applications and Trends 2022
- Author
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Pracana, Clara and Wang, Michael
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2022, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), held in Funchal, Madeira Island, Portugal, from 23 to 25 of April 2022. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2022 received 364 submissions, from more than 35 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters and Virtual Presentations. 121 submissions (overall, 33% acceptance rate) were accepted for presentation at the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the International Psychological Applications Conference and Trends (InPACT) 2022, held in Funchal, Madeira Island, Portugal, from April 23-25, 2022. The proceedings were published by inScience Press. For the 2021 proceedings, see ED622091.]
- Published
- 2022
17. Perceptions of scientific research literature and strategies for reading papers depend on academic career stage.
- Author
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Hubbard, Katharine E. and Dunbar, Sonja D.
- Subjects
LITERARY research ,EDUCATORS ,RESEARCH papers (Students) ,LIKERT scale ,POSTDOCTORAL researchers - Abstract
Reading primary research literature is an essential skill for all scientists and students on science degree programmes, however little is known about how researchers at different career stages interact with and interpret scientific papers. To explore this, we conducted a survey of 260 undergraduate students and researchers in Biological Sciences at a research intensive UK university. Responses to Likert scale questions demonstrated increases in confidence and skill with reading the literature between individuals at each career stage, including between postdoctoral researchers and faculty academics. The survey indicated that individuals at different career stages valued different sections of scientific papers, and skill in reading the results section develops slowly over the course of an academic career. Inexperienced readers found the methods and results sections of research papers the most difficult to read, and undervalued the importance of the results section and critical interpretation of data. These data highlight a need for structured support with reading scientific literature at multiple career stages, and for senior academics to be aware that junior colleagues may prioritise their reading differently. We propose a model for the development of literature processing skills, and consider the need for training strategies to help inexperienced readers engage with primary literature, and therefore develop important skills that underpin scientific careers. We also encourage researchers to be mindful of language used when writing papers, and to be more inclusive of diverse audiences when disseminating their work. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
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18. Two minds and double entries: an application of cognitive psychology to corporate reporting
- Author
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Sebastian, Avani
- Published
- 2024
- Full Text
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19. Digital Socrates: A System for Disseminating and Evaluating Best Practices in Education
- Author
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McEachron, D. L., Bach, C., and Sualp, M.
- Abstract
Purpose: The purpose of this paper is to examine existing learning innovation systems and propose a systematic methodology of delivering educational innovations in the right amount, in the right place and at the right time. Design/methodology/approach: Higher education is not effectively incorporating new discoveries in cognitive science and human learning into effective teaching strategies. In this paper, the authors explore the various impediments to change. To partially overcome these barriers, Drexel University, in collaboration with Untra Academic Management Solutions, LLC, has embarked on the development of a knowledge management system to assist instructors in obtaining, implementing, evaluating and disseminating new educational innovations. The system as envisioned would be capable of adapting to various educational environments and evolving with changes in curricula, faculty expectations, learning outcomes and student characteristics. Findings: The SocraticNet as a learning environment is stimulated, based on Socratic inquiry among teachers and learners. It is an interactive social network system utilising Web 2.0-based emerging technologies fostering communication and sharing among faculty, students and others (e.g. librarians) engaged in a particular course or other educational experience. Students learn by sharing what they know, by asking questions, judging and evaluating the retrieved information, and using this information efficiently in completing their assignments or research papers. This approach results in multidimensional information flow: instructor to instructor, instructor to student, student to instructor, student to student: which adds a new richness to the interactions between faculty and students providing the framework for a true learning community. Research limitations/implications: The present work has been conducted at one institution. This can be extended to include more institutions and tried with different disciplines. There are implications for changes in relation to teaching and learning approached adopted in higher education and also for development of technology tailored to address issues emanating from the scenario. Practical implications: The research work presented has the potential to stimulate debate to further develop and refine thinking on the role and use of technology directed at improving teaching and learning in higher education. Originality/value: This paper examines learning and teaching styles in higher education taking cognizance of conditions and factors impeding new innovations in practice. Details discussions are presented and unique suggestions are made.
- Published
- 2012
- Full Text
- View/download PDF
20. Psychological Applications and Trends 2021
- Author
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Pracana, Clara and Wang, Michael
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2021, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year has been converted into a fully Virtual Conference as a result of the ongoing Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2021 received 358 submissions, from more than 40 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. 117 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2021. The proceedings were published by inScience Press. For the 2020 proceedings, see ED604955.]
- Published
- 2021
21. Conceptual Development in Early-Years Computing Education: A Grounded Cognition and Action Based Conceptual Framework
- Author
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Kallia, Maria and Cutts, Quintin
- Abstract
Background and Context: Since the surge of grounded cognition (GC) theories in cognitive psychology, many studies have focused on demonstrating the importance of embodiment and sensorimotor activities on students' conceptual development. In computing education, however, there is not yet a conceptual framework for developing age-appropriate. Objective: This paper brings these sets of work together, showing how the wider grounded cognition literature can be of value to computing education. The main objective of the paper is to suggest and set the theoretical foundations of a model for conceptual development in the early years of computing education. Method: The paper is a conceptual paper and thus, it is based on an extensive account of relevant cognitive psychology and education literature. Findings: The paper presents a model for conceptual development (EIFFEL -Enacted Instrumented Formal Framework for Early Learning in Computing). The general premise underlying the model is that programming concepts are first realised as actions performed on objects; as such, it aims to describe children's conceptual development in computing from their first actions on concrete objects to entirely abstract forms of action representation epitomised by a program. Implications: The model constitutes the first attempt to theorise conceptual development in the early years of computing education; as such it is expected to be used for the design of learning trajectories that progressively advance children's conceptualisations from concrete, situated and multi-modal to formal and more abstract representations.
- Published
- 2023
- Full Text
- View/download PDF
22. Synthesis of Research Symposium at CLD's 33rd International Conference on Learning Disabilities: 'Must Reads for 2011'
- Author
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Weiser, Beverly L., Reed, Deborah K., and Kethley, Caroline I.
- Abstract
In October 2011, Council for Learning Disabilities' (CLD's) research committee members (i.e., authors of this article) presented their "Must Reads" at the organization's 33rd Annual International Conference on Learning Disabilities. In this article, the presenters summarize a few of their selected articles and state why each article is a "Must Read." It comes as little surprise that the chosen articles address the specific recent research in the field of LD. For example, Beverly L. Weiser's articles focus on Strategic Counting Instruction and the response-to-intervention (RtI) literature for students with LD. Deborah K. Reed shares very recent developments in reading instruction and progress monitoring. Comprehension is the main topic for Caroline I. Kethley; specifically, she presents information on cognitive strategy instruction and the nature, causes, and treatments of LD. This article concludes with Patricia G. Mathes providing information from articles that represent some of the research on adolescents with LD and new neurobiological findings about dyslexia.
- Published
- 2012
- Full Text
- View/download PDF
23. Psychological Applications and Trends 2020
- Author
-
Pracana, Clara and Wang, Michael
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2020, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2020 received 240 submissions, from more than 45 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Virtual Presentations and Posters. 75 submissions (overall, 31% acceptance rate) were accepted for presentation in the conference. The conference also included: - One keynote presentation by Prof. Dr. Michael Wang (Emeritus Professor of Clinical Psychology, University of Leicester; Chair, Association of Clinical Psychologists, United Kingdom). - One Special Talk by Prof. Dr. Matthias Ammann (PhD, Department of Social Sciences, Uminho; Psychotherapist and psychoanalyst at Equilibrium Oporto; Climate activist, Portugal). We would like to express our gratitude to our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to thank all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2020. The proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2019 proceedings, see ED604954.]
- Published
- 2020
24. Reflections on Strategic Enrollment Management Structures and Strategies. Part Three
- Author
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Kalsbeek, David H.
- Abstract
This article is the third and final in a series prepared originally for AACRAO's Fifteenth Annual Strategic Enrollment Management Conference (SEM XV). Through this series, David Kalsbeek introduces a four-fold typology for differentiating institutional approaches to SEM. In this final reflection, he suggests that grounding this typology in Jungian theories about human cognition provides further heuristic and pragmatic value for the SEM leader. (Contains 2 tables.) [ For part one of Some Reflections on SEM Structures and Strategies See EJ745885. For part two of Some Reflections on SEM Structures and Strategies, see EJ745911.]
- Published
- 2007
25. On Putting Humpty Dumpty Together Again: A Discussion of the Papers on the Socialization of Children's Cognition and Emotion
- Author
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Cole, Michael
- Published
- 1991
26. Book Review -- Vladimir Lifschitz, ed., Formalizing Common Sense: Papers by John McCarthy
- Author
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Akman, Varol
- Subjects
Psychology: Cognitive Psychology ,Computer Science: Artificial Intelligence ,Computer Science: Language ,Philosophy: Logic ,Philosophy: Philosophy of Mind ,Cognitive Psychology ,Artificial Intelligence ,Language ,Logic ,Philosophy of Mind - Abstract
This is a review of Formalizing Common Sense: Papers by John McCarthy, ed. by Vladimir Lifschitz, published by Ablex Publishing Corp. in 1990.
- Published
- 1995
27. Intuitive Parenting from the Perspective of Individual Differences Comments on Papousek and Papousek's Paper
- Author
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Belsky, Jay
- Published
- 1989
28. ECTJ/ERIC-IR Young Scholar Paper: An Information Processing Approach to a Theory of Instruction
- Author
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Bruning, Iva Linnell
- Published
- 1983
29. ERIC/ECTJ Annual Review Paper: Exploring Approaches to Researching Visual Literacy
- Author
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Cochran, Lida M., Younghouse, Paul C., Sorflaten, John W., and Molek, Robert A.
- Published
- 1980
30. The knowledge base for instructional design (Short paper)
- Author
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WARRIES, EGBERT
- Published
- 1987
31. Paper clips
- Author
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Labinsky, Daria
- Published
- 1986
32. Comment Upon the Teleological Papers
- Author
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Tyler, Leona E.
- Published
- 1987
33. ERIC Annual Review Paper: Theory and Practice of Teaching for Transfer
- Author
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Butterfield, Earl C. and Nelson, Gregory D.
- Published
- 1989
34. Responses to Ralph A. Smith's Paper
- Author
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Day, Michael D. and Efland, Arthur P.
- Published
- 1979
35. Psychological Applications and Trends 2019
- Author
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Pracana, Clara and Wang, Michael
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2019, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2019 received 322 submissions, from more than 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. 107 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The conference also included: (1) One keynote presentation by Prof. Dr. Glenys Parry (PhD, CPsychol, FBPsS, Emeritus Professor, School of Health & Related Research, University of Sheffield, United Kingdom). (2) Two Special Talks, one by Prof. Dr. Michael Wang (Emeritus Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Prof. Dr. Luís Delgado (Applied Psychology Research Center Capabilities and Inclusion (APPsyCI) -- University Institute, Portugal). We would like to express our gratitude to all our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to thank all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [These proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2018 proceedings, see ED604953.]
- Published
- 2019
36. Quantity and/or Quality? The Importance of Publishing Many Papers.
- Author
-
Sandström, Ulf and van den Besselaar, Peter
- Subjects
CITATION analysis ,PERIODICAL publishing ,SWEDISH authors ,ECONOMIC competition ,PROBABILITY theory - Abstract
Do highly productive researchers have significantly higher probability to produce top cited papers? Or do high productive researchers mainly produce a sea of irrelevant papers—in other words do we find a diminishing marginal result from productivity? The answer on these questions is important, as it may help to answer the question of whether the increased competition and increased use of indicators for research evaluation and accountability focus has perverse effects or not. We use a Swedish author disambiguated dataset consisting of 48.000 researchers and their WoS-publications during the period of 2008–2011 with citations until 2014 to investigate the relation between productivity and production of highly cited papers. As the analysis shows, quantity does make a difference. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
37. Anchoring effects in the assessment of papers: The proposal for an empirical survey of citing authors
- Author
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Alexander Tekles, Christian Ganser, and Lutz Bornmann
- Subjects
Databases, Factual ,Research Quality Assessment ,Social Sciences ,Surveys ,Treatment and control groups ,Cognition ,Email address ,Citation analysis ,Surveys and Questionnaires ,Psychology ,GeneralLiterature_REFERENCE(e.g.,dictionaries,encyclopedias,glossaries) ,Problem Solving ,Data Management ,media_common ,Multidisciplinary ,Impact factor ,Publications ,Cognitive Heuristics ,Research Assessment ,Research Personnel ,Research Design ,Publishing ,Citation Analysis ,Medicine ,Journal Impact Factor ,Science ,media_common.quotation_subject ,Decision Making ,Bibliometrics ,Research and Analysis Methods ,Registered Report Protocol ,Humans ,Quality (business) ,Scientific Publishing ,Internet ,Survey Research ,Actuarial science ,business.industry ,Cognitive Psychology ,Biology and Life Sciences ,Cognitive Science ,Citation ,business ,Neuroscience - Abstract
In our planned study, we shall empirically study the assessment of cited papers within the framework of the anchoring-and-adjustment heuristic. We are interested in the question whether citation decisions are (mainly) driven by the quality of cited references. The design of our study is oriented towards the study by Teplitskiy, Duede [10]. We shall undertake a survey of corresponding authors with an available email address in the Web of Science database. The authors are asked to assess the quality of papers that they cited in previous papers. Some authors will be assigned to three treatment groups that receive further information alongside the cited paper: citation information, information on the publishing journal (journal impact factor), or a numerical access code to enter the survey. The control group will not receive any further numerical information. In the statistical analyses, we estimate how (strongly) the quality assessments of the cited papers are adjusted by the respondents to the anchor value (citation, journal, or access code). Thus, we are interested in whether possible adjustments in the assessments can not only be produced by quality-related information (citation or journal), but also by numbers that are not related to quality, i.e. the access code. The results of the study may have important implications for quality assessments of papers by researchers and the role of numbers, citations, and journal metrics in assessment processes.
- Published
- 2021
38. Information Source and Content: Articulating Two Key Concepts for Information Evaluation
- Author
-
Vamanu, Iulian and Zak, Elizabeth
- Abstract
Purpose: Learning how to identify and avoid inaccurate information, especially disinformation, is essential for any informational consumer. Many information literacy tools specify criteria that can help users evaluate information more efficiently and effectively. However, the authors of these tools do not always agree on which criteria should be emphasized, what they mean or why they should be included in the tool. This study aims to clarify two such criteria (source credibility and soundness of content), which evolutionary cognitive psychology research emphasize. This paper uses them as a basis for building a question-based evaluation tool and draws implications for information literacy programs. Design/methodology/approach: This paper draws on cross-disciplinary scholarship (in library and information science, evolutionary cognitive psychology and rhetoric studies) to explore 15 approaches to information evaluation which conceptualizes source credibility and content soundness, two markers of information accuracy. This paper clarifies these two concepts, builds two sets of questions meant to elicit empirical indicators of information accuracy and deploys them against a recent piece of journalism which embeds a conspiracy theory about the origins of the COVID-19 pandemic. This paper shows how the two standards can help us determine that the article is misleading. This paper draws implications for information literacy programs. Findings: The meanings of and relationships between source credibility and content soundness often diverge across the 15 approaches to information evaluation this paper analyzed. Conceptual analysis allowed the authors to articulate source credibility in terms of authority and trustworthiness, and content soundness in terms of plausibility and evidential support. These conceptualizations allow the authors to formulate two respective sets of appropriate questions, the answers to which are meant to function as empirical indicators for the two standards. Deploying this instrument provides us with the opportunity to understand why a certain article discussing COVID-19 is misleading. Originality/value: By articulating source credibility and content soundness as the two key criteria for evaluating information, together with guiding questions meant to elicit empirical indicators for them, this paper streamlines the process through which information users can judge the likelihood that a piece of information they encounter is accurate.
- Published
- 2022
- Full Text
- View/download PDF
39. Machine Learning for Non-Major Data Science Students: A White Box Approach
- Author
-
Mike, Koby and Hazzan, Orit
- Abstract
Data science is a new field of research that has attracted growing interest in recent years as it focuses on turning raw data into understanding, insight, knowledge, and value. New data science education programs, which are being launched at an increasing rate, are designed for multiple education levels and populations. Machine learning (ML) is an essential element of data science that requires an extensive background in mathematics. Whereas it is possible to teach the principles of ML only as a black box, novice learners might find it difficult to improve an algorithm's performance without a white box understanding of the underlying ML algorithms. In this paper, we suggest a pedagogical method, based on hands-on pen-and-paper tasks, to support white box understanding of ML algorithms for learners who lack the level of mathematics knowledge required for this purpose. Data were collected using a comprehension questionnaire and analyzed according to the process-object theory borrowed from mathematics education research. We present evidence of the effectiveness of this method based on data collected in an introduction-level data science course for graduate psychology students. This population had extensive psychology domain knowledge, as well as an established background in statistics, but had gaps in mathematical and computer science knowledge compared with data science majors. The research contribution is both practical and theoretical. Practically, we present a learning module that supports non-major data science students' white box understanding of ML. Theoretically, we propose a data analysis method to evaluate students' conceptions of ML algorithms.
- Published
- 2022
- Full Text
- View/download PDF
40. Addressing the Problem of Global Leadership Theory: Proposing a Cognitive Process Model for Leadership Training and Development
- Author
-
McClellan, Jeffrey
- Abstract
Purpose: The application of leadership theory to training and development in international leadership contexts is burdened by the idealistic, western-centric, prescriptive nature of many leadership theories. Consequently, theories are needed that are culturally neutral, descriptive and practically applicable to the culturally diverse contexts in which leadership interaction takes place. To this end, the cognitive process model of (Denis "et al.," 2012) leadership was developed to facilitate leadership development study in a variety of cultural contexts. The model is based on how the human brain functions at its most basic level in leadership situations across cultures and outlines basic principles of leadership associated with these functions. These principles include awareness, decision-making, attention, relationship building, communication and action. This study aims to discuss this model and how it can be used as a framework for doing leadership training and development study in international settings. Design/methodology/approach: This paper is conceptual in nature and uses psychological studies on brain function as a foundation for developing a process model of leadership. Findings: In contrast the cognitive process model of leadership provides a foundation for understanding what is truly universal when it comes to leadership activities by examining what happens in the brain in any given leadership moment. It then provides a framework for promoting the development of leadership competencies that are essential to practicing the principles and competencies and applying them as one takes action in specific leadership moments at the self, interpersonal, group and team, organizational and social and political community levels. Research limitations/implications: The paper has implications for the content, structure and process of leadership development study in relation to training and coaching. Practical implications: This model makes it possible to identify how to provide training and education in relation to leadership competencies by identifying which aspects of the competencies are universal and which are situational or culture dependent. Originality/value: This study is an original paper exploring the application of this model in the context of global leadership training and development.
- Published
- 2022
- Full Text
- View/download PDF
41. Active versus passive reading: how to read scientific papers?
- Author
-
Sun, Tung-Tien
- Subjects
- *
CHILDREN with dyslexia , *READING strategies , *EMAIL , *FRONTAL lobe , *COGNITIVE psychology , *EYEGLASSES , *NEURAL circuitry - Published
- 2020
- Full Text
- View/download PDF
42. Addressing the problem of global leadership theory: proposing a cognitive process model for leadership training and development
- Author
-
McClellan, Jeffrey
- Published
- 2022
- Full Text
- View/download PDF
43. A study of boundedly rational behaviour in housing choice: evidence from Malaysia
- Author
-
Tan, Consilz
- Published
- 2022
- Full Text
- View/download PDF
44. Most Psychological Researchers Assume Their Samples Are Ergodic: Evidence From a Year of Articles in Three Major Journals.
- Author
-
Speelman, Craig P., Parker, Laura, Rapley, Benjamin J., and McGann, Marek
- Subjects
PSYCHOLOGICAL research ,RESEARCH personnel ,EDUCATIONAL psychology ,PSYCHOLOGICAL techniques ,VALUES (Ethics) ,COGNITIVE psychology ,CLINICAL psychology - Abstract
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]
- Published
- 2024
- Full Text
- View/download PDF
45. The Influence of Task Activity and the Learner's Personal Characteristics on Self-Confidence during an Online Explanation Activity with a Conversational Agent
- Author
-
Hayashi, Yugo and Takeuchi, Yugo
- Abstract
This study investigated the factors underlying the estimation of learner self-confidence during explanations with a conversational agent in an online explanation task. Based on reviews of previous studies, we focused on how factors such as the learner's task activities and personal characteristics can be predictors. To examine these points, we used an online explanation task, which was run by a conversational agent for students in a classroom on information processing psychology (n=99). We asked the participants to make text-based explanations to the agent in a question-and-answer (Q&A) style, and clarified a particular concept that was taught in a previous lecture in the class. The results show that an increase in the amount of actual task work for explanations and personal characteristics (such as social skills) helped to predict higher self-confidence. The findings have implications not only for knowledge of how such factors might influence learner self-confidence in an online explanation task, but also for the design of online tutoring systems that can automatically detect learner confidence using these variables, and facilitate learning adequately based on such data. {For the full proceedings, see ED593090.]
- Published
- 2018
46. Psychological Applications and Trends 2018
- Author
-
Pracana, Clara and Wang, Michael
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2018, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2018 received 386 submissions, from more than 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. 126 submissions (overall, 32% acceptance rate) were accepted for presentation in the conference. The conference also includes a keynote presentation by Dr. Saima Löfgren (BSc(Hons), MSc, DClinPsy, Clinical Psychologist, Visiting Lecturer at the Universities of Nottingham and Leicester, United Kingdom); and two Special Talks, one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Prof. Dr. Pedro Oliveira (MSc on Anthropology and Child Development, PhD in Social Anthropology, Clinical Psychologist, Member of the Portuguese Order of Psychologists, Portugal). We would like to express our gratitude to all our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [These proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2017 proceedings, see ED604951.]
- Published
- 2018
47. The contribution of cause-effect link to representing the core of scientific paper—The role of Semantic Link Network.
- Author
-
Cao, Mengyun, Sun, Xiaoping, and Zhuge, Hai
- Subjects
- *
COMPLEXITY (Philosophy) , *CAUSATION (Philosophy) , *SEMANTICS , *RESEARCH , *PHILOSOPHY - Abstract
The Semantic Link Network is a general semantic model for modeling the structure and the evolution of complex systems. Various semantic links play different roles in rendering the semantics of complex system. One of the basic semantic links represents cause-effect relation, which plays an important role in representation and understanding. This paper verifies the role of the Semantic Link Network in representing the core of text by investigating the contribution of cause-effect link to representing the core of scientific papers. Research carries out with the following steps: (1) Two propositions on the contribution of cause-effect link in rendering the core of paper are proposed and verified through a statistical survey, which shows that the sentences on cause-effect links cover about 65% of key words within each paper on average. (2) An algorithm based on syntactic patterns is designed for automatically extracting cause-effect link from scientific papers, which recalls about 70% of manually annotated cause-effect links on average, indicating that the result adapts to the scale of data sets. (3) The effects of cause-effect link on four schemes of incorporating cause-effect link into the existing instances of the Semantic Link Network for enhancing the summarization of scientific papers are investigated. The experiments show that the quality of the summaries is significantly improved, which verifies the role of semantic links. The significance of this research lies in two aspects: (1) it verifies that the Semantic Link Network connects the important concepts to render the core of text; and, (2) it provides an evidence for realizing content services such as summarization, recommendation and question answering based on the Semantic Link Network, and it can inspire relevant research on content computing. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
48. Information presentation through a head-worn display (“smart glasses”) has a smaller influence on the temporal structure of gait variability during dual-task gait compared to handheld displays (paper-based system and smartphone).
- Author
-
Sedighi, Alireza, Ulman, Sophia M., and Nussbaum, Maury A.
- Subjects
- *
GAIT in humans , *MOTOR ability , *PHYSICAL activity , *STANDARD deviations , *ENTROPY - Abstract
The need to complete multiple tasks concurrently is a common occurrence both daily life and in occupational activities, which can often include simultaneous cognitive and physical demands. As one example, there is increasing availability of head-worn display technologies that can be employed when a user is mobile (e.g., while walking). This new method of information presentation may, however, introduce risks of adverse outcomes such as a decrement to gait performance. The goal of this study was thus to quantify the effects of a head-worn display (i.e., smart glasses) on motor variability during gait and to compare these effects with those of other common information displays (i.e., smartphone and paper-based system). Twenty participants completed four walking conditions, as a single task and in three dual-task conditions (three information displays). In the dual-task conditions, the information display was used to present several cognitive tasks. Three different measures were used to quantify variability in gait parameters for each walking condition (using the cycle-to-cycle standard deviation, sample entropy, and the “goal-equivalent manifold” approach). Our results indicated that participants used less adaptable gait strategies in dual-task walking using the paper-based system and smartphone conditions compared with single-task walking. Gait performance, however, was less affected during dual-task walking with the smart glasses. We conclude that the risk of an adverse gait event (e.g., a fall) in head-down walking conditions (i.e., the paper-based system and smartphone conditions) were higher than in single-task walking, and that head-worn displays might help reduce the risk of such events during dual-task gait conditions. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
49. International Psychological Applications Conference and Trends (InPACT) 2017 (Budapest, Hungary, April 29-May 1, 2017)
- Author
-
World Institute for Advanced Research and Science (WIARS) (Portugal), Pracana, Clara, and Wang, Michael
- Abstract
We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2017, taking place in Budapest, Hungary, from 29 of April to 1 of May, 2017. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2017 received 243 submissions, from 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 128 submissions (29% acceptance rate). The conference also includes: (1) Two keynote presentations by Prof. Dr. Leslie G. Walker (Professor of Cancer Rehabilitation at the University of Hull, United Kingdom) and by Prof. Dr. Howard S. Schwartz (Professor of Organizational Behavior in the School of Business Administration, Oakland University, USA); and (2) Two Special Talks one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Dr. António Alvim (Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal). We would like to express our gratitude to all our invitees. This volume is composed by the papers of the International Psychological Applications Conference and Trends (InPACT 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This volume contains the papers and results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [Abstract modified to meet ERIC guidelines. For the 2016 proceedings, see ED580800.]
- Published
- 2017
50. L2 Learner Cognitive Psychological Factors about Artificial Intelligence Writing Corrective Feedback
- Author
-
Wu, LiQin, Wu, Yong, and Zhang, XiangYang
- Abstract
Although the study of artificial intelligence (AI) used in language teaching and learning is increasingly prevailing, research on language two (L2) learner cognitive psychological factors about AI writing corrective feedback (WCF) is scarce. This paper explores L2 learner cognitive psychology of pigai, an AI evaluating system for English writings in China, from perspectives of perception, noticing, uptake, initiative, retention and emotion. It investigates the consistency between learner cognitive psychology about AI WCF and the expected one and probes into the correlation of learner cognitive psychological factors about AI WCF, aiming at bridging the gap between the research of AI WCF and that of L2 learner cognitive psychology. After a 5-point Likert anonymous questionnaire survey of 1952 undergraduate L2 learners in Anhui University of Finance and Economics (AUFE), the statistical data of Pearson correlation coefficient indicate that learner perception, noticing, uptake, initiative, retention and emotion are positively related in the context of AI WCF, which conforms to the early research of learner cognitive psychology about WCF. But one sample t-test reveals that learner cognitive psychology of AI WCF only occasionally or sometimes consists with the expected one. The subsequent random interviews with 15 respondents suggest that pigai WCF is beneficial to L2 writing, yet there is still much room for it to improve to be deeply integrated with human WCF.
- Published
- 2021
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