Cognitive Processing最新文献

Retrieving information from memory enhances long-term retention. In this manuscript, we describe the dual-memory framework, which makes interval-scale predictions of the magnitude of this retrieval practice effect. After outlining the framework, we use data from our laboratory—both at the group level and at the distribution level—to fit the equations from the dual-memory framework. Overall, we successfully fitted the model predictions to the observed average data. In addition, we compared the predicted and the observed distributions of performance in the retrieval practice condition. More importantly, we introduce a useful approach to simulate empirical scenarios and test the relationship between individual-difference variables and the retrieval practice effect. We illustrate the application of this approach using data from a study that measured fluid intelligence. Future studies may benefit from contrasting different strength-based frameworks.

Dynamic assessment is an approach that aims to improve student performance through interventions. One of the important application areas of dynamic assessment is the assessment of intelligence. Within the scope of the study, after a Cognitive intervention program (CIP) was developed, its effects on intelligence scores were examined with a quasi-experimental research method. The CIP was prepared by adopting a dynamic assessment approach to improve the performance of students with expert support. This improvement would be provided by the clues and feedback given during the intervention within the scope of the CIP. The sample of the study included 173 students in the 5–6 age group (83 experimental group, 90 control group). The CIP developed by the researcher consisted of 54 worksheets and was applied to the experimental group for 9 weeks. The implementation of the worksheets was supervised by classroom teachers. The digital application of the Anadolu-Sak Intelligence Scale (d-ASIS) and Raven’s colored progressive matrices (RCPM) were applied to both the experimental and control groups as pretests and posttests. The increases in the intelligence scores of the experimental and control groups were analyzed by MANOVA. The analysis showed that the intelligence levels of the experimental group increased significantly more than the control group in terms of both d-ASIS and RCPM total gain scores (posttest to pretest). This result indicated that the CIP, which was developed by adopting a dynamic assessment approach, supported cognitive development.

People's preferences for the utilitarian outcome in sacrificial moral dilemmas, where a larger group of individuals are saved at the cost of a few, have been argued to be influenced by various factors. Taking expected utility (EU) theory into consideration, we investigate whether the expected effectiveness of actions elucidate certain inconsistencies in moral judgments. Additionally, we also explore whether participants' role in the dilemma as the executor or a superior who merely makes a decision, which is carried out by a subordinate, influences judgments-a factor generally overlooked by classical EU models. We test these hypotheses using a modified moral dilemma paradigm with a choice between two actions, one highly successful and the other more likely to fail. Both actions are either expected to result in a favorable outcome of saving five individuals by sacrificing one or an unfavorable outcome of sacrificing five to save one. When the efficient action is anticipated to lead to a favorable outcome, in line with EU models, people almost invariably choose the efficient action. However, in conditions where the EUs associated with efficient and inefficient actions are close to each other, people's choice for favored outcome is above chance when they act as agents themselves. We discuss the implications of our results for existing theories of moral judgments.

Critical thinking as one of the key skills for success in the 21st-century has been considered by many scholars in teacher education. This study tries to examine the interaction of critical thinking disposition with two other key characteristics of successful teachers: cognitive flexibility and self-efficacy. To this end, a sample of pre-service English as a Foreign Language (EFL) teachers was selected for this study. Based on the findings, a positive and strong relationship between cognitive flexibility and critical thinking disposition, and a positive and robust correlation between self-efficacy and critical thinking disposition were observed. Hence, it can be suggested that teacher-educationists can use this link for designing teacher-training courses with tailored tasks for both in and pre-service teachers. The main contribution of the findings might be beneficial for homogenizing teacher-training courses around the globe with the 21st-century trends. In addition, this line of research can be followed by empirical studies for checking the effectiveness of tailored tasks for provoking teachers' critical thinking dispositions, cognitive flexibility, and self-efficacy in teaching activities.

This study explored whether instructing participants to make forward or backward joystick movements in response to morality words is consistent with the conceptual metaphor MORAL IS MOVING FORWARD/IMMORAL IS MOVING BACKWARD in Chinese-English bilinguals' first and second languages. Chinese-English bilinguals were instructed to categorize words as moral or immoral while moving a joystick in a compatible block (moral-forward, immoral-backward) and an incompatible block (moral-backward, immoral-forward). The results revealed three main conclusions: First, participants showed faster categorization of immoral words when their responses involved backward joystick movements compared to forward joystick movements. Second, participants also demonstrated a slightly faster categorization of moral words when their responses involved backward joystick movements compared to forward joystick movements. Third, Chinese morality words were categorized faster overall than English morality words. However, despite a slightly larger effect size observed in L1, the action compatibility effects for morality words exhibited a similar pattern across both languages. In sum, bilinguals showed shared access to the IMMORAL IS MOVING BACKWARD conceptual metaphor across both L1 and L2, but they did not access the MORAL IS MOVING FORWARD conceptual metaphor in either L1 or L2. This study provides new evidence supporting the conceptual metaphor theory.

Metaphorical sentences are assumed to be related to more costly processes than their literal counterparts. However, given their frequent use in our daily lives, metaphorical sentences "must come with a benefit" (Noveck et al. Metaphor Symb 16:109-121. https://doi.org/10.1080/10926488.2001.9678889 , 2001). In this paper, we investigated whether metaphorical sentences were better remembered than their literal counterparts. In addition, we were interested in assessing whether the relevance of the metaphors impacted this recall. Anchoring this hypothesis in the appraisal theory, we hypothesized that food-related metaphorical sentences may be particularly relevant when one is hungry, and consequently, be better remembered in that particular physiological state. Participants were presented with randomized metaphorical sentences and their literal counterparts and were later asked to remember the missing word in both metaphorical and literal sentences. General mixed model analyses revealed that metaphorical sentences were better remembered. However, there was no significant effect of hunger. We discuss these results in relation to (1) the metaphor literature and (2) the appraisal theory of emotion.

A programmatically described solution to the segmentation problem is taken as opportunity to dicuss the neural architecture problem of vision. At the center of this problem is the formation of holistic entities (the Gestalt phenomenon) out of masses of neurons (the binding problem). As formulated in the Dynamic Net Architecture (DNA), neurons can become part of a (short-term) stable state only if supported inside a coherent network ('net'). Integration into nets is the basis for global treatment of structures, such as recognition as rigid body or projection to an invariant model.

How do we mentally represent the world out there? Psychology, philosophy and neuroscience have given two classical answers: as a living space where we act and perceive, dependent on our bodies; as an enduring physical space with its feature, independent of our bodily interactions. The first would be based on egocentric frames of reference anchored to the body, while the second on allocentric frames of reference centred on the environment itself or on objects. This raises some questions concerning how deep the reliance on the body and the environment is when using these reference frames, and whether they are affected differently by the duration of time and the scale (small or large) of space. To answer these questions, I have brought empirical evidence of the effect of motor interference, blindness, environmental characteristics and temporal factors on egocentric and allocentric spatial representational capacity. The results suggest that egocentric representations are deeply rooted in the body, with its sensory and motor properties, and are closely linked to acting now in small-scale or peripersonal space. Allocentric representations are more influenced by environmental than by bodily characteristics, by visual than by motor properties, and seem particularly related to large-scale or extrapersonal space. In line with neurophysiological evidence and a Kantian perspective, it appears that we are endowed with an internal spatial representation system ready to structure environmental information for our purposes. To what extent this system is innate and pervasive in cognition and what is its relationship to the neural 'positioning' substrate discovered by O'Keefe and colleagues requires further scientific investigation.

Cognitive impairment in Parkinson's disease (PD) is associated with changes in the brain anatomical structures. The objective of this study, is to identify the atrophy patterns based on the severity of cognitive decline and evaluate the disease progression. In this study, gray matter alterations are analysed in 135 PD subjects under 3 cognitive domains (91 Cognitively normal PD (NC-PD), 25 PD with Mild Cognitive Impairment (PD-MCI) and 19 PD with Dementia (PD-D)) by comparing them with 58 Healthy Control (HC) subjects. Voxel Based Morphometry (VBM) is used to segment the gray matter regions in magnetic resonance images and analyse the atrophy patterns statistically. Significant patterns of gray matter variations observed in the middle temporal and medial frontal region differentiate between HC and PD subject groups based on the severity of cognitive decline. Abnormalities in gray matter is substantiated through radiomic features extracted from the significant gray matter clusters. Significant radiomic features of the clusters are able to differentiate between the HC and PD-D subjects with an accuracy of 81.82%. Higher atrophy levels identified in PD-D subjects compared to NC-PD and PD-MCI group enables early diagnosis and treatment procedures. The combined and comprehensive analysis of gray matter alterations through VBM and radiomic features gives better assessment of cognitive impairment in PD.