Cognitive Developmental Psychology Research Articles

A Cultural Mind That Computes

The issue of nature vs. nurture in the field of education has enjoyed a long history of debate and discussion. In this article, we try to approach it from the perspectives of both cognitive neuroscience and developmental psychology in the attempt of developing a new cognitive-cultural perspective of education. We argue that education is essentially a cultural practice that could be viewed as a type of information processing due to its tight connection to language and cognitive process. We also bring forth a new dual-narrative framework that has the potential of explaining cultural phenomena related to issues faced in compatibility and identity development, both of which in our opinion are quite urgent matters that need to be addressed and discussed more in education.

A Conceptualist Reading of the Continuity Argument

In this paper I analyze the non-conceptualist continuity argument to show that it implies an implausible conception of perceptual experience in animals that are supposed to lack concepts. In order to do this, I show the limitations and implicit premises in the traditional formulations of the argument, and the additional premises needed to use it as an objection against conceptualism. Then, I review studies in cognitive neuroscience, ethology, comparative psychology, developmental psychology, and philosophical considerations to show that the argument implies a conception of animal experience that is at odds with our scientific theories and even with the motivations for adopting non-conceptualism. I conclude that, if we wish to defend the continuity between adult human’s and other animal’s experiences, we should do it by attributing concepts to the latter.

Four design principles for student learning of substantive historical concepts – a realistic review study

Substantive historical concepts are an essential part of the history curriculum. In contrast to the use of meta-historical concepts, this aspect of historical thinking has received relatively little attention from educational scholars in recent years. This article draws on theory from cognitive developmental psychology, and seeks to apply this in the field of history didactics. In order to foster authoritative judgement in its application in history education, research evidence is synthesised. A realistic review methodology was used to conduct this synthesis. Four context-mechanism-outcome configurations were identified: (1) when working memory is overloaded, effective learning is impossible; (2) to acquire knowledge sustainably, it must be stored as a schema in long-term memory; (3) knowledge is learned more effectively when it builds on previously acquired knowledge; and (4) knowledge will gradually become more easily accessible for working memory. These context-mechanism-outcome configurations stimulate insight into, and long-term memory of, substantive historical concepts. Didactic design principles for teaching substantive historical concepts are proposed, and implications for history education are illustrated and discussed.

The Retirement Consumption Puzzle: A Mental Accounting Explanation

Recent developments in cognitive psychology and behavioral economics may explain the lower-than-predicted asset decumulation behavior posited by traditional life-cycle models during retirement, dubbed the retirement consumption puzzle. This study examines if mental accounting could be used to explain the retirement consumption puzzle. Utilizing panel data collected from the 1992–2018 Health and Retirement Studies, retiree age and age squared are examined using fractional polynomials and fixed effects regressions for their associations with varying categorical retiree asset decumulation patterns, including retiree wealth, nonhousing wealth, stocks, retirement accounts, bonds, liquid assets, vehicles, primary residence, and home equity. The results suggest that varying asset decumulation behaviors exist among retirees, which could be explained by retirees’ discretionary spending propensities. The discussion highlights the importance of understanding retiree behavioral spending constraints to allow for smooth consumption paths.

Mechanistic Explanation, Interdisciplinary Integration and Interpersonal Social Coordination

ABSTRACT Prominent research programs dealing with the nature and mechanisms of interpersonal social coordination have emerged in cognitive science, developmental psychology and evolutionary anthropology. I argue that the mechanistic approach to explanation in contemporary philosophy of science can facilitate interdisciplinary integration and division of labor between these different disciplinary research programs. By distinguishing phenomenal models from mechanistic models and structural decomposition from functional decomposition in the process of mechanism discovery, I argue that behavioral and cognitive scientists can make interlocking contributions to families of mechanism models representing a) what central forms of interpersonal social coordination consist in, b) what types of agents engage in such forms of coordination, c) what types of cognitive mechanisms give rise to such forms of coordination, d) how the operation of such mechanisms is modulated by the natural and social environments that the agents populate. Thus mechanistic philosophy of science can play a heuristic role in guiding the research strategies of scientists in different scientific disciplines in a manner that is complementary to the research strategies of scientists in other disciplines and thereby efficient from the point of view of the division of epistemic labor.

ОБРАЗНЫЕ СХЕМЫ КАК КОГНИТИВНАЯ ОСНОВА ЯЗЫКОВОЙ АРТИКУЛЯЦИИ

A subject’s meanings and values embedded in the present corpus of scientific knowledge within the paradigm of post-nonclassical rationality contribute to the diffusion of strict boundaries between philosophy of mind and cognitive sciences. Such diffusion manifests itself in convergent processes, which determine similarity of imaginative and symbolical manifestations of their cognitive products. This paper deals with cognitive functions of imagination, more precisely, with the influence of its schematic products on the formation of conceptual metaphors during the processes of mental development. The study of ontogenetic foundations of conceptual thinking, in its turn, clarifies some debatable aspects of the modern theory of image schemas. Methodologically, the paper is based on the conception of constructive realism (V. Lectorsky), developed in contemporary embodied epistemology. The study demonstrates how embodied epistemology assimilates and philosophically enriches some conceptual findings of cognitive linguistics and developmental psychology, in contrast to the assumption, previously developed in cognitive sciences, that philosophy might be successfully replaced by general, most abstract divisions of cognitive sciences themselves. The findings of the study can be applied in general divisions of theory of knowledge dealing with cognitive functions of imagination as well as in semiotic research focusing on meaning formation in the processes of cognitive transition from percept to concept. The result of the study may be formulated as demonstration of how contemporary embodied epistemology interacts with cognitive sciences (cognitive linguistics and developmental psychology) in comprehending the mystery of the meaning constitution process, particularly language metaphor formation from initial pre-language conceptualization of natural and social worlds. The paper concludes that image schematization precedes conceptual metaphor formation.

Observation, Interaction, Communication: The Role of the Second Person

Abstract Recent years have seen an upsurge of interest in the second-person perspective, not only in philosophy of mind, language, law and ethics, but also in various empirical disciplines such as cognitive neuroscience and developmental psychology. A distinctive and perhaps also slightly puzzling feature of this ongoing discussion is that whereas many contributors insist that a proper consideration of the second-person perspective will have an impact on our understanding of social cognition, joint action, communication, self-consciousness, morality, and so on, there remains considerable disagreement about what exactly a second-person perspective amounts to (see Eilan 2014; Conant and Rödl 2014). What is the difference between adopting a second-person and a third-person perspective on another? How does one relate to another as a you and how does that differ from relating to another as a he, she or they? In the following, I will consider three different proposals and argue that a promising but somewhat overlooked account can be found in the work of Husserl.

The best game in town: The reemergence of the language-of-thought hypothesis across the cognitive sciences.

Mental representations remain the central posits of psychology after many decades of scrutiny. However, there is no consensus about the representational format(s) of biological cognition. This paper provides a survey of evidence from computational cognitive psychology, perceptual psychology, developmental psychology, comparative psychology, and social psychology, and concludes that one type of format that routinely crops up is the language-of-thought (LoT). We outline six core properties of LoTs: (i) discrete constituents; (ii) role-filler independence; (iii) predicate-argument structure; (iv) logical operators; (v) inferential promiscuity; and (vi) abstract content. These properties cluster together throughout cognitive science. Bayesian computational modeling, compositional features of object perception, complex infant and animal reasoning, and automatic, intuitive cognition in adults all implicate LoT-like structures. Instead of regarding LoT as a relic of the previous century, researchers in cognitive science and philosophy-of-mind must take seriously the explanatory breadth of LoT-based architectures. We grant that the mind may harbor many formats and architectures, including iconic and associative structures as well as deep-neural-network-like architectures. However, as computational/representational approaches to the mind continue to advance, classical compositional symbolic structures - that is, LoTs - only prove more flexible and well-supported over time.

Shared Brand Equity

Many brand collaboration platforms—such as sponsorship, celebrity endorsement, influencer marketing, product placement, cobranding, and human branding—build strong relationships between brands and contribute to the brand equity of two or more brands. Brand equity, since inception, has been concerned with the value of a brand, how this value is built and measured, and how the marketplace responds to it. Based on previous work and in response to current marketing practices, the authors suggest that the concept of shared brand equity, where collaborative efforts result in connectivity between brands, is needed to better explain and guide advertising and marketing communications research and practice. Drawing on developments in cognitive psychology, we explain how shared brand equity is developed and how it persists, the role it plays in semantic/associative neighborhoods, and how it explains research findings. We offer a set of research propositions, as well as concrete examples of the usefulness of the theoretical approach.

Cognitive motivations and foundations for building intelligent decision-making systems

Concepts based on psychology fit well with current research trends related to robotics and artificial intelligence. Biology-inspired cognitive architectures are extremely useful in building agents and robots, and this is one of the most important challenges of modern science. Therefore, the widely viewed and far-reaching goal of systems research and engineering is virtual agents and autonomous robots that mimic human behavior in solving known and unknown problems. The article proposes, at a high level of generality, an operational cybernetic model of the human mind, developed with the use of carefully selected ideas taken from psychological knowledge. In particular, the work combines extensive knowledge drawn from both the theory of developmental cognitive psychology and the theory of motivation. The proposed mathematically developed operating blocks create a coherent and functional decision-making system containing all the elements necessary in autonomous robotics. The ISD system is under development. There is still a long way to go to full validation. However, as shown in several articles, the basic subsystems of the ISD system, i.e. motivational and emotional, have already been positively verified in operation. The overall purpose of this article is to show a blueprint of the overall concept of the entire ISD.

Thriving with Stone Age Minds: Evolutionary Psychology, Christian Faith, and the Quest for Human Flourishing

Thriving with Stone Age Minds: Evolutionary Psychology, Christian Faith, and the Quest for Human Flourishing

Analysis of the Textbook "Aku Cinta Bahasa Arab" for Grade 1 Elementary School in the Perspective of Cognitive Developmental Psychology

This study aims to determine the feasibility of the textbook "Aku Cinta Bahasa Arab" for grade 1 elementary school published by Tiga Serangkai in terms of the psychology of children's cognitive development. This research is library research with content analysis method. The data collection technique in this research is documentation. Sources of data used in this study are books, journals, documents, articles, and other scientific works relevant to the study's object of study. The main topics of this research are theories related to textbook assessment and cognitive development of elementary-age children. The data collection technique in this research is documentation. Furthermore, to process and analyze the data, the author uses the method of content analysis, which is an analysis of the content that focuses on interpretation in terms of assessing the feasibility of textbooks and reviewing theories of cognitive development for elementary-age children. The results of this study indicate that there is a suitability of the assessment of texts with children's cognitive development. However, there are still errors both in terms of technique and substance of the book. Various improvements are needed to be used as learning materials in accordance with the cognitive development of children in the grade 1 elementary school.
 Keywords: Textbooks, Aku Cinta Bahasa Arab, Content Analysis, Cognitive Development.
 
 Abstrak
 Penelitian ini bertujuan untuk mengetahui kelayakan buku teks “Aku Cinta Bahasa Arab” untuk Kelas I Madrasah Ibtidaiah yang diterbitkan oleh Tiga Serangkai ditinjau dengan psikologi perkembangan kognitif anak. Penelitian ini merupakan penelitian pustaka (library research) dengan metode analisis konten. Teknik pengumpulam data pada penelitian ini adalah dokumentasi. Sumber data yang digunakan dalam penelitian ini yaitu buku, jurnal, dokumen, artikel, dan karya ilmiah lainnya yang relevan dengan objek kajian pada penelitian ini. Pokok bahasan dalam penelitian ini yaitu teori-teori yang berkaitan dengan penilaian buku teks dan perkembangan kognitif anak usia dasar. Teknik pengumpulam data pada penelitian ini adalah dokumentasi. Selanjutnya, untuk mengolah dan menganalisis data, penulis menggunakan metode content analysis, yaitu analisis terhadap kandungan isi yang berfokus pada interpretasi dari segi penilaian kelayakan buku teks dan ditinjau teori-teori perkembangan kognitif anak usia dasar. Hasil penelitian ini menunjukkan bahwa terdapat kesesuaian penilaian buku teks dengan perkembangan kognitif anak, namun masih terdapat kesalahan baik dari sisi teknik maupun substansi buku, dan diperlukan berbagai upaya perbaikan supaya dapat dijadikan bahan belajar yang sesuai dengan perkembangan kognitif anak pada usia kelas satu sekolah dasar.
 Kata Kunci: Buku Teks, Aku Cinta Bahasa Arab, Analisis Konten, Perkembangan Kognitif

Why kinship is progeneratively constrained: Extending anthropology

The conceptualisation of kinship and its study remain contested within anthropology. This paper draws on recent cognitive science, developmental cognitive psychology, and the philosophy of science to offer a novel argument for a view of kinship as progeneratively or reproductively constrained. I shall argue that kinship involves a form of extended cognition that incorporates progenerative facts, going on to show how the resulting articulation of kinship’s progenerative nature can be readily expressed by an influential conception of kinds, the homeostatic property cluster view. Identifying the distinctive role that our extended cognitive access to progenerative facts plays in kinship delivers an integrative, progenerativist view that avoids standard performativist criticisms of progenerativism as being ethnocentric, epistemically naïve, and reductive.

Information source and content: articulating two key concepts for information evaluation

PurposeLearning 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/approachThis 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.FindingsThe 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/valueBy 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.

Peran Teori "Discovery Learning" Jerome Bruner Dalam Pembelajaran Pendidikan Agama Islam

Learning is not merely a relationship between stimulus and response, but learning from the point of view of cognitivism is a deep thought process. Cognitivism prioritizes the learning process rather than learning outcomes and reveals that there is a need for learning methods that can activate student cognitive in the learning process. Jerome Bruner provides 3 stages of learning that can influence children's cognitive development, namely through active, iconic and symbolic learning. Bruner, who is an expert in cognitive developmental psychology, contributed discovery leaning learning theory or often called discovery learning. Bruner has also provided a cognitive learning step that he designed with six learning steps, starting from stimulation, problem identification, data collection, data processing to verification and conclusion drawing. The research was conducted qualitatively through observation and interviews by looking at the role of discovery learning theory in Islamic Islamic education learning at SMPN 3 Kalasan Sleman Yogyakarta. The results of the study reveal that discovery learning theory is very beneficial for students' cognitive development which is also well implemented, although not all learning materials can use this theory.

Can Adaptability be Developed? The Perspective of Cognitive Psychology and Neuroscience.

In this symposium the focus will be on individual adaptation in the context of organizations, also referred to adaptability (Ployhart, 2006) or adaptive performance (Pulakos, 2000; 2002). Our goal is to reflect on the central research question: Can the capability for adaptation be developed? Therefore we will study the antecedents and process of adaptation. To find and offer inspiration, different presenters in this symposium will draw on different fields: developmental cognitive psychology, occupational health psychology, and cognitive neuroscience. Adaptability: A Neuro-Cognitive Perspective. Presenter: Steven Poelmans; U. of Antwerp/ Antwerp Management School Adaptability, Self-Awareness and Identity: A Developmental Perspective. Presenter: Steven Op 't Roodt; - Resilience: A Look at Adaptability from a Health Perspective. Presenter: Cris Van Cleemput; - Presenter: Sven Van Cleemput; - The adaptability of the Mind: Switching between Alternative Neural Networks. Presenter: Astrid Buttiens; U. of Antwerp/ Antwerp Management School

Spiralling Pre-clerkship Concepts into the Clinical Phase: Augmenting Knowledge Transfer Using Innovative Technology-Enhanced Curriculum Activities.

BackgroundClerkship is a challenging transition for medical students where they learn to apply functional knowledge and diagnostic reasoning skills learned in the pre–clinical phase into the clinical environment. Rather than a smooth continuum to facilitate application of knowledge, clerkship blocks are discrete, fragmented structures with little integration. Developments in cognitive psychology and increasing attention to the student learning environment are driving more purposeful integration in medical education. We sought to enhance knowledge transfer in the Family Medicine clerkship by developing an e-learning pathway with both asynchronous and synchronous components to integrate pre-clerkship problem-based learning (PBL) cases into more complex clinical scenarios.MethodsA parallel-convergent mixed methods evaluation was conducted, which included comparison of learning outcomes (exit exams) relative to the prior class, knowledge check quiz performance, and qualitative analysis of student and faculty perceptions.ResultsAnalyses revealed no significant difference between exit exam scores of the intervention and pre-intervention clerks (p = 0.30). There were statistically significant differences in mean quiz scores over the rotation (p = 0.0001). Moreover, learners and faculty each perceived the integration components as facilitating the transfer of pre-clinical learning into clerkship activities.ConclusionThe novel e-learning pathway firmly anchored FM clerkship learning and will continue to ensure learners are ideally primed to optimize their direct clinical learning opportunities.

Cognition in Healthy Aging.

The study of cognitive change across a life span, both in pathological and healthy samples, has been heavily influenced by developments in cognitive psychology as a theoretical paradigm, neuropsychology and other bio-medical fields; this alongside the increase in new longitudinal and cohort designs, complemented in the last decades by the evaluation of experimental interventions. Here, a review of aging databases was conducted, looking for the most relevant studies carried out on cognitive functioning in healthy older adults. The aim was to review not only longitudinal, cross-sectional or cohort studies, but also by intervention program evaluations. The most important studies, searching for long-term patterns of stability and change of cognitive measures across a life span and in old age, have shown a great range of inter-individual variability in cognitive functioning changes attributed to age. Furthermore, intellectual functioning in healthy individuals seems to decline rather late in life, if ever, as shown in longitudinal studies where age-related decline of cognitive functioning occurs later in life than indicated by cross-sectional studies. The longitudinal evidence and experimental trials have shown the benefits of aerobic physical exercise and an intellectually engaged lifestyle, suggesting that bio-psycho-socioenvironmental factors concurrently with age predict or determine both positive or negative change or stability in cognition in later life.

The Psychology Of Phenomenological Structuralism

This work highlights the psychology behind Paul C. Mocombe’s theory of phenomenological structuralism. The author posits a cognitive developmental psychology that is tied to the theory’s emergent logico-metaphysical materialist account regarding the formation, constitution, and perpetuation of the multiverse, consciousness, society, and the individual.

The Psychology Of Phenomenological Structuralism

This work highlights the psychology behind Paul C. Mocombe’s theory of phenomenological structuralism. The author posits a cognitive developmental psychology that is tied to the theory’s emergent logico-metaphysical materialist account regarding the formation, constitution, and perpetuation of the multiverse, consciousness, society, and the individual.