Cognitive Research Articles

Quality of Cognition

Quality of Cognition

基于景感生态学认知的生态环境损害问题辨析

基于景感生态学认知的生态环境损害问题辨析

Relaciones de la motivación con la metacognición y el desempeño en el rendimiento cognitivo en estudiantes de educación primaria

Diversas investigaciones destacan la importancia de la motiva-ción en el rendimiento cognitivo y también la importancia de la motivación en la metacognición. El objetivo de esta investigación es indagar en las va-riables motivacionales que influyen en el rendimiento de tareas cognitivas y en la metacognición. La investigación se ha realizado en un colegio público de la Comunidad de Madrid. La muestra de este estudio corresponde a 354 alumnos de educación primaria, entre los 8 y 11 años de edad. Los instru-mentos de medida seleccionados son: el cuestionario de Motivación hacia el Aprendizaje (MAPE-I), para las variables motivacionales; el Junior Meta-cognitive Awareness Inventory (Jr. MAI), para las variables metacognitivas y la batería de pruebas de Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños (ENFEN), para la evaluación del rendimiento cogniti-vo. Los resultados obtenidos muestran efecto de la motivación de orienta-ción al aprendizaje en relación con el rendimiento cognitivo en las pruebas que implican inhibición, flexibilidad y memoria operativa. También se ob-serva efecto significativo entre la disposición al esfuerzo y la regulación del conocimiento. Igualmente, se analizan las relaciones entre las variables por curso para determinar el efecto de la edad. Se valoran las implicaciones educativas de los resultados. Sundry studies have emphasised the importance of motivation in cognitive performance, as well as its link to metacognitive development. The objective here is to explore the motivation variables that influence the performance of cognitive tasks, along with their effect on metacognition. The study sample consists of 354 primary school pupils aged 8-11 at a state school in the Community of Madrid (Spain). The following measuring in-struments have been used for studying the variables: Motivación para el Aprendizaje y la Ejecución (MAPE-I) [Motivation for Learning and Execu-tion], a questionnaire on motivation variables; the Junior Metacognitive Awareness Inventory (Jr. MAI), for metacognitive variables, and the bat-tery of tests in the Evaluación Neuropsicológica de las Funciones Ejecutivas en Ni-ños (ENFEN) [Neuropsychological Assessment of Executive Functions in Children], for assessing cognitive performance. The results reveal a signifi-cant effect between the motivation for focusing on learning and cognitive performance in the tasks that involve inhibition, flexibility, and working memory. We also find a significant effect between increased effort and knowledge regulation. Furthermore, we analyse the relations between the variables by school year to determine the age effect. We evaluate the re-sults’ academic implications.

¿Cómo diseñar un buen proyecto STEM? Identificación de tensiones en la co-construcción de una rúbrica para su mejora

espanolEn un contexto donde la ensenanza de las ciencias en educacion secundaria frecuentemente se realiza a traves de la metodologia ABP, aparece la necesidad de disponer de instrumentos que permitan mejorar la calidad de los proyectos STEM que se implementan. Con esta finalidad, y a partir de un modelo de ciencia escolar basado en participar de las formas de hacer, pensar y hablar de las ciencias este estudio se plantea en el contexto de un proceso de co-construccion y validacion por expertos de una rubrica de mejora de proyectos STEM en 3 fases. En este escenario, se desarrolla una investigacion evaluativa desde una aproximacion cualitativa-interpretativa analizando el discurso de los expertos pertenecientes a un grupo de investigacion en didactica. De este analisis se identificaron 4 grandes tensiones en el consenso de indicadores para establecer criterios para la mejora de los proyecto EnglishRegarding the growing use of PBL for teaching and learning high school Science, there appears thenecessity of instruments that make STEM projects evaluation feasible. For that purpose, based on a cognitivemodel of Science Education that focuses on how scientist work, think and communicate, it was developed a co-construction and validation process of a rubric instrument. Aided by an interdisciplinary research group onScience Education, the 3-step co-construction process was the context of an evaluative investigation from aqualitative-interpretative approach. By analyzing participants discourse, 4 major tensions were found to havedirect implications on project improvement

A study on motivated cognition that affects a decision making in criminal law

A study on motivated cognition that affects a decision making in criminal law

RELEVÂNCIA E MOTIVAÇÃO: PROPRIEDADES INERENTES DA AQUISIÇÃO DE L2

Muitas pesquisas têm surgido na Pragmática social e cognitiva, e os estudos linguísticos tomaram um novo caminho. Esta nova perspectiva também aparece nos estudos de aquisição de línguas adicionais, com novas concepções de aprendizagem e elementos importantes para a aquisição de uma língua. Dentre eles está a motivação, que acreditamos ser um elemento crucial para a aquisição de línguas, bem como a relevância, propriedade cognitiva proposta por Sperber e Wilson (1986), que determina o processamento cognitivo em níveis de efeito e esforço. Nosso objetivo é identificar a relação entre as propriedades cognitivas relevância e motivação e determinar como essa relação influencia no processo de aquisição de segundas línguas. Para tanto, utilizamos como aporte teórico para esta pesquisa principalmente os estudos de Sperber e Wilson (2001,2005), Ryan e Deci (2000), Schwartz (2014), Tapia (2005, 2015), Kreitler (2013), entre outros. Pudemos perceber que a motivação e a relevância são propriedades cognitivas muito importantes para a aquisição de L2, que são elementos correspondentes e dependentes dos mesmos fatores cognitivos e sociais. No entanto, após relacionarmos as duas propriedades, inferimos que a relevância se sobrepõe à motivação, o que nos leva a supor que a motivação poderia ser um componente da relevância.

A preliminary study on factors affecting cognitive function and cognitive training effects

A preliminary study on factors affecting cognitive function and cognitive training effects

The epistemic role of early vision: Cognitive penetration and attentional selection

Abstract: In this article I discuss Athanasios Raftopoulos’ view on the epistemic role of attention and early vision, as outlined in his most recent book. I start by examining his view on attention, which he illustrates during his discussion of structured cognitive contents and their interactions with perceptual contents, as well as during his discussion of selection effects. According to Raftopoulos, attention not only operates pre-perceptual input selection, but also influences perceptual processing during late vision biasing the sampling of the iconic image for perceptual hypotheses-testing. Afterwards, I critically assess Raftopoulos’ conclusions about the epistemic role of early vision, which are based on his view about the role of attention. From this assessment, I raise a potential concern for his proposal in the form of a new problem of selection: the interesting epistemic consequences of cognitive penetrability either follow or do not follow from selection effects, depending on how these selection effects are construed, but regardless of the stage of visual processing in which they take place. Keywords: Cognitive Penetration; Attention; Constructivism; Selection Effects; Perceptual Epistemology Il ruolo epistemico della visione primaria: penetrazione cognitiva e selezione attentiva Riassunto: In questo articolo discuto la proposta di Athanasios Raftopoulos riguardo al ruolo epistemico dell’attenzione e della early vision , contenuta nella sua recente monografia. La mia discussione comincia da un esame delle sue idee riguardo all’attenzione, che illustra sia durante la sua discussione dei contenuti cognitivi strutturati e delle loro interazioni con i contenuti percettivi, sia durante la sua discussione degli effetti di selezione. Secondo Raftopoulos, l’attenzione non opera solamente una selezione pre-percettiva degli input, ma influenza anche i processi percettivi di late vision orientando il processo di valutazione delle ipotesi percettive sulla base dell’immagine iconica. Successivamente, valuto criticamente le conclusioni di Raftopoulos’ riguardo al ruolo epistemico di early vision , fondate sulla sua concezione del ruolo dell’attenzione. Da questo esame, evidenzio una potenziale criticita nella sua proposta costituita da un nuovo problema della selezione: le conseguenze epistemiche della penetrabilita cognitiva seguono o non seguono dai processi di selezione, a seconda di come tali effetti sono concepiti, ma indipendentemente dal livello nella serie dei processi visivi nel quale si verificano. Parole chiave: Penetrabilita cognitiva; Attenzione; Costruttivismo; Effetti di Selezione; Epistemologia percettiva

Ethical and cognitive challenges in the COVID-19 emergency

Abstract: The global emergency caused by the spread of COVID-19 raises critical challenges for individuals and communities on many different levels. In particular, politicians, scientists, physicians, and other professionals may face new ethical dilemmas and cognitive constraints as they make critical decisions in extraordinary circumstances. Philosophers and cognitive scientists have long analyzed and discussed such issues. An example is the debate on moral decision making in imaginary scenarios, such as the famous “Trolley Problem”. Similarly, dramatic and consequential decisions are realized daily in the current crisis. Focusing on Italy, we discuss the clinical ethical guidelines proposed by the Italian Society of Anesthesiology, Analgesia, Resuscitation and Intensive Care (SIAARTI), highlighting some crucial ethical and cognitive concerns surrounding emergency decision making in the current situation. Keywords: Moral Dilemmas; Cognition; Rationality; Bias; Clinical Decision Making; COVID-19 Problemi etici e cognitivi nell’emergenza COVID-19 Riassunto: L’emergenza globale causata dal COVID-19 solleva problemi cruciali, sia per gli individui sia per le comunita, a molti livelli diversi. In particolare, politici, scienziati, medici e altri professionisti si trovano ad affrontare dilemmi etici e limitazioni cognitive legate a decisioni critiche in circostanze straordinarie. Sia i filosofi sia gli scienziati cognitivi hanno a lungo analizzato e discusso questi problemi. Un esempio e il dibattito sul ragionamento e le decisioni morali in scenari immaginari, come il famoso “problema del carrello”. Nella crisi attuale, dilemmi drammatici di questo tipo sono all’ordine del giorno. Concentrandoci sull’Italia, discutiamo le linee guida proposte dalla Societa Italiana di Anestesiologia, Analgesia, Rianimazione e Terapia Intensiva (SIAARTI), evidenziando alcuni aspetti critici, sia etici sia cognitivi, del processo decisionale in una situazione di emergenza come quella attuale. Parole chiave: Dilemmi morali; Cognizione; Razionalita; Bias; Decisioni cliniche; COVID-19

The cognitive impenetrability of early vision: What’s the claim?

Abstract: Raftopoulos’s most recent book argues, among other things, for the cognitive impenetrability of early vision. Before we can assess any such claims, we need to know what’s meant by “early vision” and by “cognitive penetration”. In this contribution to this book symposium, I explore several different things that one might mean – indeed, that Raftopoulos might mean – by these terms. I argue that whatever criterion we choose for delineating early vision, we need a single criterion, not a mishmash of distinct criteria. And I argue against defining cognitive penetration in partly epistemological terms, although it is fine to offer epistemological considerations in defending some definitions as capturing something of independent interest. Finally, I raise some questions about how we are to understand the “directness” of certain putative cognitive influences on perception and about whether there’s a decent rationale for restricting directness in the way that Raftopoulos apparently does. Keywords: Perception; Cognitive Penetration; Modularity; Perception/Cognition Distinction; Early Vision L’impenetrabilita cognitiva delle prime fasi della visione: di che si tratta? Riassunto: L’ultimo libro di Raftopoulos argomenta, tra le altre cose, in favore della impenetrabilita cognitiva della visione primaria. Prima di poter vagliare un’affermazione di questo tipo, bisogna sapere cosa si intende con “visione primaria” e con “penetrazione cognitiva”. Nel mio contributo a questo simposio prendero in considerazione diversi elementi cui ci si puo riferire con questi termini – e a cui, nei fatti, Raftopoulos potrebbe riferirsi. Sosterro che qualsiasi criterio si scelga per descrivere la visione primaria, e necessario che si tratti di un criterio singolo e non di un insieme di criteri differenti. Presentero quindi un argomento contro la definizione della penetrazione cognitiva in termini parzialmente epistemologici, sebbene sia utile offrire considerazioni epistemologiche nel difendere alcune definizioni come definizioni che colgono qualcosa di indipendente dall’interesse. Sollevero infine alcune questioni relative a come dobbiamo intendere la “direzionalita” di certe presunte influenze cognitive sulla percezione e se ci sia una ragione soddisfacente per restringere la direzionalita nel modo in cui Raftopoulos, a quanto pare, la restringe. Parole chiave: Percezione; Penetrazione cognitiva; Modularita; Distinzione percezione/cognizione; Visione primaria

Cognitive penetrability and late vision

Abstract: In Cognitive penetrability and the epistemic role of perception Athanasios Raftopoulos provides a new defense of the thesis that, unlike early vision, late vision is cognitively penetrable, in accordance with a new definition of cognitive penetrability that is centered on the ideas of direct influence of cognition upon perception and of the epistemic role of perception. This new definition allows him to maintain that late vision is a genuinely perceptive stage of the perceptual process. In this paper, I try to discuss not only whether this new definition has plausible consequences that allow only late vision to be cognitively penetrable but also whether the claim that late vision is genuinely perceptual allows it to have the kind of hybrid content, half nonconceptual and half conceptual, that Raftopoulos now wants to ascribe to it. Keywords: Cognitive Penetrability, weak, strong, and superstrong; Early and Late Vision; Nonconceptual Content Penetralibita cognitiva e visione secondaria Riassunto: In Cognitive penetrability and the epistemic role of perception Athanasios Raftopoulos da una nuova difesa della tesi secondo cui, a differenza della visione primaria, la visione secondaria e penetrabile cognitivamente, secondo una nuova definizione della nozione di penetrabilita cognitiva centrata sulle idee di influenza diretta della cognizione sulla percezione e di ruolo epistemico della percezione. Questa nuova definizione gli consente di sostenere che la visione secondaria e una fase genuinamente percettiva del processo percettivo. Nell’articolo, provo a discutere non solo se la nuova definizione ha conseguenze plausibili che consentono solo alla visione secondaria di essere penetrabile cognitivamente, ma anche se l’idea che la visione secondaria sia genuinamente percettiva consente ad essa di avere il contenuto ibrido, in parte nonconcettuale e in parte concettuale, che Raftopoulos vuole ora ascriverle. Parole chiave: Penetrabilita cognitiva debole, forte e superforte; Visione primaria e secondaria; Contenuto nonconcettuale

Technological Tools as Didactic Resource for Various Educational Modalities

Technological tools have generated a breakthrough in all areas where humans are immersed; education is one of them, technology has created a new adaptation in the educational aspect to achieve the rhythm of other sciences to keep up with the technological world, teaching resources are of great help for the development of learning in the students since a new teaching methodology is generated for them and this will allow fruitful results to be obtained in the cognitive development of the same. There are several alternatives where great changes can be generated in the educational system, venturing into areas where the student can choose various technological alternatives for further development. The objective was to analyze the use of technological tools as a didactic resource for various educational modalities, it was carried out under the documentary methodology since the information was sought from different investigations on the various educational modalities that can be used through technological tools.

Research advances in add-on treatment for negative symptoms and cognitive dysfunction in schizophrenia.

Antipsychotic medication is the primary treatment for schizophrenia, which is effective on ameliorating positive symptoms and can reduce the risk of recurrence, but it has limited efficacy for negative symptoms and cognitive dysfunction. The negative symptoms and cognitive dysfunction seriously affects the life quality and social function for the patients with schizophrenia. Currently, there is plenty evidence that antipsychotic drugs combined with adjuvant therapy drugs can effectively improve the negative symptoms and cognitive dysfunction. These drugs include anti-oxidants, nicotinic acetylcholine receptors and neuro-inflammatory drugs (anti-inflammatory drugs, minocycline), which show potential clinical effects.

Teenagers' Maladjustment Problem

The review raised the theoretical analysis of the growing mental development problem, egocentrism formation, and methods of its adjustment. The school maladjustment problem in Russia paid attention to the personality formation process of teenagers. In this way, the analysis focused on the personality formation process of teenagers; on the one hand, it was the formation of peculiarities in the egocentrism prevention context in general, and on the other hand, the cognitive activity egocentrism as one of the personality properties. The review emphasized the role of different learning techniques to develop decentration and to reduce egocentrism. The interrelation between personality properties and cognitive processes implied the influence of teenagers' personality egocentrism in speech and thinking rigidity as well as the maladjusted forms of behavior formation. The pedagogical correctional healthcare and school psychological services took into account when figuring out a teenagers' strategy of education and upbringing issues.

Choosing Appropriate Forms, Methods, and Study AIDS

The article represented the problem of choice and application of pedagogically valid forms, means, and methods of education. The ability to choose enables a teacher to take the initiative, develop and adopt a curriculum, teaching, and upbringing methods within the framework of an academic subject, a course, or a discipline. It ensures teaching the subject at a high professional level, following the approved curriculum, application of pedagogically valid and proper forms, and educational methods. The author analyzed the sequence of methods and techniques combinations in the course of making a choice, which is based on understanding their applicability in the educational process. The authors outlined the possibilities of using the problem study method to form the activity of a child's personality. A comparative analysis of teaching methods was presented, and the main criteria for their selection were given. The methods capabilities were assessed, using the approach of the students' educational skills in choosing instructional methods, including a preliminary study of the willingness level for search and research activities. The combination of techniques allows us to take into account the specifics of the content of the educational material and helps students reveal their educational and cognitive abilities.

Wat bepaalt de meerwaarde van een hoortoestel bij ouderen? De interacties tussen hoortoestellen, auditief-cognitieve training, cognitie en luisterinspanning: een review

De meest frequente klachten van slechthorende ouderen zijn gerelateerd aan een verminderd spraakverstaan en een toegenomen luisterinspanning, voornamelijk in rumoerige luistersituaties. Ondanks gehoorrevalidatie in het kader van leeftijdsgebonden gehoorverlies (d.i. presbyacusis) voornamelijk met behulp van hoortoestellen verloopt, blijkt het hoortoestelvoordeel variabel te zijn. Recent wordt in de literatuur meer aandacht gegeven aan de link tussen cognitie en spraakverstaan. Een mogelijke hypothese is dat de variabiliteit in hoortoestelvoordeel te wijten zou zijn aan intersubject verschillen op vlak van cognitie. Het doel van dit review artikel is dan ook om de relatie tussen hoortoestellen, cognitie, auditief-cognitieve training en luisterinspanning in kaart te brengen en dit specifiek bij volwassen binaurale hoortoestelgebruikers.
 Vier interacties tussen binauraal hoortoestelgebruik, digitale hoortoestelfeatures, cognitie en luisterinspanning werden onderzocht: (1) Wat is de invloed van binauraal hoortoestelgebruik op cognitie? (2) Hoe beïnvloedt de cognitieve status van de hoortoestelgebruiker het hoortoestelvoordeel met betrekking tot spraakverstaan? (3) Wat is de invloed van binauraal hoortoestelgebruik op luisterinspanning? (4) Hoe beïnvloedt de cognitieve status van de hoortoestelgebruiker het hoortoestelvoordeel met betrekking tot luisterinspanning?
 Daarnaast werd ook het effect van auditief-cognitieve training op het hoortoestelvoordeel onderzocht.
 De huidige literatuur omtrent de besproken interacties is beperkt en toont variabele resultaten. Het is daarom niet mogelijk algemene uitspraken te definiëren. Verder onderzoek naar het hoortoestelvoordeel vanuit een auditief-cognitief perspectief is essentieel voor het optimaliseren van het hoortoestelvoordeel.

Exploring Bem’s Self Perception Theory in Educational Context

Daryl Bem´s self-perception theory is a useful framework to create a better understanding of how the pre-service teachers develop and express their views and perceptions in an educational context. This study offers a synthesis of the main elements of Bem´s self-perception theory and compares it with the cognitive dissonance theory as valuable frameworks for educational policy and management. The self-perception concept is based on the assumption that people are what they do. In this sense, the relationship between self-perception and behaviour is of paramount importance. This study develops an overview of important self-perception psychological experiments and some applications of the theory to the field of educational policy design and management.

Corrigendum to “Tanshinone IIA Alleviates CCL2-Induced Leaning memory and Cognition Impairment in Rats: A Potential Therapeutic Approach for HIV-Associated Neurocognitive Disorder”

[This corrects the article DOI: 10.1155/2020/2702175.].

Alice Mado Proverbio, Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza , Bologna, Zanichelli, 2019

Neuroscienze cognitive della musica by Alice Mado Proverbio offers an updated selection of studies on the delicate interweaving between musical practice and brain plasticity. The book provides evidence on how the learning and enjoyment of music can be verified by means of neuroimaging techniques, showing how it determines significant variations in sensory and motor cortical areas as well as in limbic centers, the guardians of emotions. The many topics addressed, from perfect pitch to rehabilitation in Parkinson's and mirror neurons, turn out to be useful in an educational perspective, building a valid framework of reference for any further independent investigation. As a reader and commentator on this text, I hope that readers who, like me, are fascinated with the musical synaptic forest, will be able to follow the story of science without getting lost in dead ends, and fully discover just to what degree we are made of music.

Can Retinal Thickness Predict Cognitive Decline in Parkinson Disease

Increasing interest has focused on the development of biomarkers capable of tracking Parkinson disease (PD) progression over time. In this study,