Basis Of Cognitive Theory Research Articles

On the study of factors of fake news perception by mass audience (case study of student youth)

The article deals with the problem of perception of false (fake) information by mass audience, especially by students. Fake information today is similar to viruses that instantly "infect" the mass of recipients. A separate category of fake information is fake news, the worst consequence of which is real actions of people based on unreliable information that does not correspond to the facts of objective reality. Students are an active social group and the main consumers of information of social networks where fakes are mainly circulated. Fake news is a product of the post-truth era, characterized by the state of society when the truth becomes those facts and situations that the public believes in. The paper analyses the socio-psychological factors that influence the perception of fake information by student youth. Authors highlights the following socio-psychological factors: social attitudes, cognitive distortions, trust issues and emotional intelligence. The structure of social attitudes is considered and the conclusion is made on the basis of cognitive theories that fake news influencing the affective component of social attitudes changes these attitudes. Cognitive distortions such as the Dunning-Kruger effect, affect heuristics, and confirmation bias play a significant role in this process. The authors conclude that the low level of trust actualizes the problem of trust fake news in Russian society. Authers found that students believe false information more than true information, they are unable to distinguish deception. They use the intuition when try to understand if the information is fake. Emotional intelligence does not directly influence competence in recognizing fake news but influences criticality in assessing one's ability to recognize it. Further study of the issue should consider IQ and EQ indicators for developing scientific and practical recommendations to reduce trust in fake news.

A semantic contrastive study of Chinese and English verb “跑/run” from the perspective of cognitive semantics

Based on corpus data, this paper finds that the semantics of “跑/run” have similarities, which lie in the consistency of the central meanings and common usages. The differences are: 1) the meanings of “run” are significantly more than those of “跑”, resulting in a great divergence in the numbers of meanings; 2) compared with “跑”, the implications of “run” display a higher level of specificity. On the basis of cognitive theories, the paper has yielded the following findings. The semantic overlaps of “跑/run” root in their identical prototypical meanings. The semantic differences are generated by the following factors: 1) the image-schema distribution of “run” is wider with more abstract representations than that of “跑”, due to which many unique semantic items come into being; 2) semantic systems of “跑/run” adopt different metaphorical methods, contributing to more comprehensive cognitive domains of the semantic mapping and closer semantic interrelations of “run” than those of “跑”.

Increasing adolescent girls’ social competence through cognitive counseling by social workers

SummaryDespite the common basis of cognitive theory for cognitive counseling and social competence development, no research has charted the effectiveness of the counseling in raising social competence in young female residents of the residential service. To examine the effectiveness, this study analyzed data gleaned from monthly surveys of young female residents and their social workers regarding the latter’s daily life cognitive counseling. The data consisted of 391 cases pairing the female residents and social workers in Hong Kong over 33 months.FindingsThe cases afforded a cross-lagged analysis showing the raising of the girl’s social competence by the worker’s cognitive counseling earlier in the previous month. In substantiating this raising, the analysis also indicated that earlier social competence did not affect the counseling.ApplicationsThe findings imply the worth of promoting the social worker’s daily life cognitive counseling to advance girl residents’ social competence. Such counseling is particularly helpful to girls with lower education, who are lower in social competence.

تطوير المادة التعليمية لمهارة الكلام علي أساس النظرية المعرفية بجامعة بنجكولو الاسلامية الحكومية

AbstrakAt the Institute of Islamic religion of Bengkulu There is an Arabic Language Education faculty. In this faculty students are taught Arabic skills, be it listening skills, speaking skills, reading skills and writing skills. The material used to teach speech skills is teaching material written and composed by "Yeni fatriani" consisting of material of dialogue and grammar material, and this material in the form of printed book format, and the method used is direct method. So researchers see that the problem in teaching the speaking skills in this faculty is the teaching materials used, the teaching materials used are not in the form of a special book of speaking learning, and have not been prepared in accordance with the cognitive process. As it is known that the learning process is a cognitive process, so that researchers develop teaching materials speaking skills based on cognitive theory, And researchers see that this theory in accordance with the stages of the process of speaking, because the process of language lies in the brain.Based on the introduction above, the researcher presents the following research problem formulation: (1) How to develop teaching material of speech skill based on cognitive theory at institute of Islamic religion of Bengkulu. (2) What are the characteristics of speaking skills teaching materials developed based on cognitive theory in institute of Islamic religion of Bengkulu. (3) How is the effectiveness of teaching skill material developed based on cognitive theory at institute of Islamic religion Bengkulu. The purpose of this research are: 1) Creating teaching materials product speaking skill based on cognitive theory for students of institute of Islamic religion of Bengkulu 2) Knowing the characteristics of teaching materials for speaking skills on the basis of cognitive theory, 3) Knowing the effectiveness of the application of teaching materials that have been developed in improving the ability to speak the students of institute of Islamic religion of Bengkulu.This research was conducted by using qualitative and quantitative approaches to Borg and Galll's experimental and development methods (Research & Development) written by Sugiyono. This research produces a product. The results of this study are: (1) teaching material of speaking skill based on cognitive theory for student of institute of Islamic religion of Bengkulu. with the following development procedures: needs and problem analysis, data gathering, Product design, product validation, product improvement, product validity test, field test, and final improvements. (2) Characteristics of educational materials consist of cognitive processes, namely: attention, interpretation, arrangement of grammar and store it in memory, and repetition. (3) The results of this study indicate that the use of teaching materials developed is very effective in helping students improve their speaking and expression skills with Arabic. The effectiveness of the product can be seen from the results of pre test and post test of students tested through t test, then the value obtained from pre-test 2010 and post test 2345, with a success rate of t test 27.75% of the df level (32) is 1.711 and the score derived from mathematical calculations is 71, 06. This statistical calculation shows that the value of the independent test t is 4825 greater than the value (t table) 1.711 (1.711 <27.06). and supported by questionnaires of lecturers and students, each scored 82% and 84%, then with these values it can be concluded that the developed material is acceptable.

Resistance of Public Personnel to Open Government: A cognitive theory view of implementation barriers towards open government data

Open government has become an important topic in democratically developed societies. Its key aims are to increase transparency, citizen trust and public participation. Against this background, the article focuses on perceived barriers opposing the introduction of open government data. On the basis of cognitive theory and a literature review, the essential factors that impede public servants in implementing open government data are conceptualized and summarized in a model. The perceived risk-based attitude of public servants is identified as the main barrier. Other significant obstacles include perceived legal barriers, perceived hierarchical structuring of authorities, perceived bureaucratic decision-making culture and perceived organizational transparency.

Model of Socially Important Internet Resources

This paper represents a model of socially important Internet resources. The model is designed to study the processes of communicative and cognitive users interact modern socially important Internet resources. Combining the results obtained on the basis of cognitive theories of conformity in social psychology, studies of perception and forgetting information in physiology as well as basic laws of information theory has allowed us to develop the model, equally adequately describe the information-psychological interaction of participants in various types of social resources: forums, social networks, blogs and online media.

Conceptual Metaphors of Science Prolegomena to a Cognitive History of Science

The cognitive abilities explained by cognitive science and cognitive semantics can inform us concerning the use of metaphors in science. The thesis is that abstract ideas rest on experiences of the concrete world. In this paper I will explain the use of conceptual metaphors in science, with examples from the mechanistic worldview of the 17th and 18th century. If we proceed from the way people think in general, their mental abilities, reason and cognition, we could get close to an understanding of how scientists during the scientific revolution shaped their ideas about the invisible geometry of matter. This is a cognitive history of ideas. What is called the ‘cognitive turn’ in the humanities has generated vigorous growth of research, for example, in cognitive poetics, neuroaesthetics, and cognitive anthropology. These approaches try to arrive at an understanding of creative processes. In the historical sciences there is also a growing interest in cognitive-historical analyses, particularly in archaeology and history of science. The aim of the cognitive history of science is to reconstruct scientific thinking on the basis of cognitive theories. The starting point for a cognitive history of ideas that I defend here is that philosophy, science, and mathematics do not really happen just in texts, in language, in laboratories, or in social contexts, but in brains and minds in interaction with the world around the subject, and are thus connected to the body, to perception, thoughts, and feelings. We humans are captured in our brains situated in the world, we are dependent on our thoughts and senses, our prior knowledge, our mental images, when we try to create a picture of the world. Science, in other words, is shaped by our distinctive way of reasoning, not least in metaphors.

Cogniton-based Enlightenment of Creative Thinking: Examplars in Computer Science

It is reputed that “Genius is 1% inspiration and 99% perspiration”, but it can also be noted that “sometimes, 1% inspiration is more important than 99% perspiration.” As this 1% is so important, can it be understood, and even learned? If so, how can cognition be used to enlighten a scientist's inspiration (creative thinking)? Both questions are considered on the basis of cognitive theory in the paper. We illustrate our ideas with examples from computer science.

Cognitive research enhances accuracy of food frequency questionnaire reports: results of an experimental validation study

Objective To test whether changing a food frequency questionnaire (FFQ) on the basis of cognitive theory and testing results in greater accuracy. Accuracy was examined for 4 design issues: a) Grouping: asking about foods in a single vs multiple separate questions; b) different forms of a food: asking consumption frequency of each form of a food (eg, skim, 2%, whole milk) vs a nesting approach—asking frequency of the main food (eg, milk) and proportion of times each form was consumed; c) additions (eg, sugar to coffee): asking independent of the main food vs nested under the main foods; d) units: asking frequency and portion size vs frequency of units (eg, cups of coffee).Design Participants in two randomly assigned groups completed 30 consecutive daily food reports (DFRs), followed by 1 of 2 FFQs that asked about foods consumed in the past month. One was a new, cognitively-based National Cancer Institute (NCI) Diet History Questionnaire; the other was the 1992 NCI-Block Health Habits and History Questionnaire.Subjects/setting 623 participants, age range 25 to 70 years, from metropolitan Washington, DC.Statistical analyses performed Accuracy was assessed by comparing DFR and FFQ responses using categorical (percent agreement) and continuous (rank order correlation, discrepancy scores) agreement statistics.Results Grouping: accuracy was greater using separate questions. Different forms of food: accuracy was greater using nesting. Additions: neither approach was consistently superior; accuracy of the addition report was affected by accuracy of the main food report. Units: both approaches were similarly accurate.Conclusions Accuracy of FFQ reporting can be improved by restructuring questions based on cognitive theory and testing. J Am Diet Assoc. 2002;102:212–218,223–225,