Cognitive Framework Research Articles

Decoding decision-making: The interplay of cognitive processes and working capital management constraints in new ventures

ABSTRACT This research delves into the relationship between managerial cognitive frameworks, particularly construal levels, working capital management constraints, and new venture performance. We posit that higher construal levels positively influence venture performance, while working capital management constraints have a detrimental effect, reflecting challenges in resource allocation and cash flow. Our study also suggests that these constraints can temper the benefits of high construal levels on performance. Using a mixed-method approach, we gather data from recently IPOed firms (Study 1) and an MBA cohort experiment (Study 2). Our findings elucidate the intricate interplay between cognitive orientation and financial constraints, offering novel insights into new venture operational management. This research enriches venture financing literature and offers valuable insights for decision-makers navigating the entrepreneurial realm.

Quantum potential energy: Adaptive facades in architecture

This paper addressed the topic of creating quantum architecture through human awareness to transform the formal and spatial elements of architecture according to its environmental sustainability compatible with nature. The research emphasizes the creation of a built environment that uses natural resources to enhance the psychological and physical comfort of humans, relying on the quantum energy inherent in the interaction of particles, which is called “kinetic energy” in quantum mechanics, and it can be considered energy due to motion. The research aims to determine the recommended standards for use in designing the building facade according to the magnetic field lines. It focuses on the classification of smart interfaces in particular. The complexity of evaluating adaptive or dynamic facades is related to evaluating the performance of the facade elements and systems, the overall performance of the building, as well as the behavior and satisfaction of the occupants. The research seeks to present a conceptual and cognitive framework by linking the concept of potential kinetic energy and quantum theory with architecture and then presents a group of literary studies that will enrich and build the theoretical framework and then apply it to the groups of projects selected for practical study and then reach the final conclusions.

A multilevel investigation of workplace bullying and employee creative behavior: uncovering the crucial role of psychological capital

PurposeThis study investigates workplace bullying through a novel conceptualization by focusing on the simultaneous effects of abusive supervision and coworkers’ bullying. It aims to thoroughly understand how these harmful behaviors affect employee creative behavior.Design/methodology/approachBased on the tenets of social cognitive theory, this study used multilevel structural equation modeling with Mplus to analyze multi-source and multi-wave data collected from the information, communication and technology sector. The sample included 510 participants from 170 teams, comprising 340 subordinates and their 170 supervisors. Responses were collected at three time points, with a gap of approximately two weeks.FindingsThe findings indicate significant direct effects of abusive supervision and coworkers’ bullying on employee creative behavior, highlighting the detrimental effects of workplace bullying. Additionally, this study introduced and tested the mediating role of psychological capital, providing valuable insights into the mechanisms through which workplace bullying affects employee creative behavior.Originality/valueBy adopting a social cognitive framework, this multilevel research advances the field and enriches the literature on workplace bullying and employee creative behavior. This study adds depth to existing research by examining how abusive supervision and coworkers’ bullying simultaneously affect employees. It also highlights the vital role of psychological capital in mediating these effects. The findings emphasize the need to tackle workplace bullying to boost employee creative behavior and overall well-being.

Enhancing Emergency Cognitive Ability in College Students Under Emergencies: A Study of Influencing Factors and Hierarchical Relationships

This study addresses the need to enhance college students’ emergency cognitive ability by identifying key influencing factors and analyzing their hierarchical structure. To fill the gap in understanding these relationships, we used grounded theory to identify 12 influencing factors through a literature review, case analysis, and interviews. The interpretive structural modeling (ISM) method categorized these factors into three levels: direct, key, and root factors. Root factors such as risk awareness, crisis perception, and responsibility are core to the cognitive ability framework and have a profound impact on students’ responses to emergencies. Further, the matrix of cross-impact multiplications applied to classification (MICMAC) analysis categorized the factors based on driving force and dependency, showing strong interrelationships. The integration of ISM-MICMAC methods offers a novel approach to understanding the hierarchical influence among factors, enabling educational institutions and policymakers to design targeted emergency training programs. By incorporating information technology into the educational process, this research provides practical guidance for enhancing students’ preparedness and resilience in emergencies. The findings support policy development and the design of effective educational interventions, offering valuable insights for administrators, policymakers, and emergency management professionals in creating safer, more resilient educational environments.

Advancing Neuro-diagnostics through Virtual Reality (VR) Development of Immersive Tools for the Diagnosis of Neurodegenerative and Cognitive Disorders

This research aims to transform neurodiagnostic methodologies by employing Virtual Reality (VR) as an innovative tool for the early detection, diagnosis, and monitoring of neurodegenerative and cognitive disorders, particularly Alzheimer’s and Parkinson’s disease. The approach leverages VR-based, patient-centric simulations designed to assess cognitive and motor functions within realistic, immersive environments. By integrating machine learning algorithms, these simulations capture detailed motor and cognitive biomarkers, allowing for nuanced analysis and early identification of subtle neurodegenerative indicators. In clinical settings, the VR framework has proven to be a valuable diagnostic tool, offering enhanced engagement and precision over traditional methods. Key advancements include VR-based cognitive testing frameworks that simulate real-life tasks, significantly aiding in assessing memory, spatial orientation, and executive functions, and VR tools for motor function evaluation that incorporate tasks like gait analysis to detect early motor impairment linked to Parkinson's disease. Through interdisciplinary collaborations with neurologists, software engineers, and AI experts, we have clinically validated these VR tools and demonstrated their efficacy in various clinical trials against standard neuropsychological assessments. Ultimately, this research underscores the potential of VR and AI to contribute to a paradigm shift in the early diagnosis and intervention of neurodegenerative disorders.

Enhancing multimodal output in CLIL education: the impact of VR games on fourth-grade students’ English poster designs and presentations in Taiwan

Despite the growing recognition of the importance of multimodal input and digital virtual reality (VR) games in enhancing EFL learners’ productive language skills, a significant gap remains in empirical research examining their impact on multimodal output—particularly writing and speaking—within content and language integrated learning (CLIL) science education. This quasi-experimental study addresses this gap by investigating the potential benefits of using VR games to enhance fourth-grade CLIL students’ productive language skills, specifically writing and speaking, through the analysis of their ability to convey scientific concepts in multimodal output. Grounded in self-regulated learning (SRL) theory, the study compares the effects of multimodal input embedded in VR games with those of traditional PowerPoint (PPT)-led games on students’ English poster designs (writing) and oral presentations (speaking), using the 4Cs (Content, Communication, Cognition, and Culture) framework in multimodal assessments. The study involved 81 fourth-grade students from three Taiwanese public elementary schools, divided into an experimental group (EG = 40) using VR-based games and a control group (CG = 41) using PPT-led games for content review. A mixed-methods approach was employed, combining quantitative evaluations with rubrics based on the 4Cs framework and qualitative rater reflections to provide a comprehensive understanding of how different review methods influenced student performance and creative output. Quantitative findings revealed that students using VR review games significantly outperformed those using traditional PPT games in aspects of Content and Cognition for both poster designs and presentations, demonstrating greater depth, accuracy, and application of scientific concepts and higher-order cognitive skills. In terms of Communication, the EG showed higher target vocabulary usage and sentence complexity in presentations, but no significant differences were found in Culture outcomes between the groups or in Communication in posters. Expert raters’ reflections further highlighted that students using VR games exhibited more innovative and integrated use of scientific content, critical thinking, and multimodal expressions, reflecting deeper engagement with the material. This study empirically demonstrates that game-based virtual reality learning environments (VRLEs) significantly enhance students’ multimodal output in content and cognitive skills. Theoretically, it extends the application of SRL in CLIL contexts by highlighting the potential of VRLEs to foster advanced cognitive skills and emphasizes the importance of multimodal assessments in capturing comprehensive student learning outcomes. Future research should explore integrating cultural content into VR environments to enhance students’ cultural awareness and sensitivity.

Towards Human Sensory Augmentation: A Cognitive Neuroscience Framework for Evaluating Integration of New Signals within Perception, Brain Representations, and Subjective Experience

New wearable devices and technologies provide unprecedented scope to augment or substitute human perceptual abilities. However, the flexibility to reorganize brain processing to use novel sensory signals during early sensitive periods in infancy is much less evident at later ages, making integration of new signals into adults’ perception a significant challenge. We believe that an approach informed by cognitive neuroscience is crucial for maximizing the true potential of new sensory technologies. Here, we present a framework for measuring and evaluating the extent to which new signals are integrated within existing structures of perception and experience. As our testbed, we use laboratory tasks in which healthy volunteers learn new, augmented perceptual-motor skills. We describe a suite of measures of (i) perceptual function (psychophysics), (ii) neural representations (fMRI/decoding), and (iii) subjective experience (qualitative interview/micro-phenomenology) targeted at testing hypotheses about how newly learned signals become integrated within perception and experience. As proof of concept, we provide example data showing how this approach allows us to measure changes in perception, neural processing, and subjective experience. We argue that this framework, in concert with targeted approaches to optimizing training and learning, provides the tools needed to develop and optimize new approaches to human sensory augmentation and substitution.

From Technology Acceptance to Platform Attachment: Hospitality Training in Metaverse

ABSTRACT Evolving from augmented and virtual reality environments, the metaverse offers unique immersion, presence, interaction, and persistence, setting it apart from other online platforms. This study employs an experimental design to test a model examining how technology acceptance and platform attachment, driven by situatedness in the metaverse, impact learning in hospitality education. We propose a framework combining technology acceptance with place attachment theory to explore the metaverse’s role in hospitality training. Statistical analysis reveals a significant positive correlation between technology acceptance and platform attachment (β = 0.399, p < .001), which in turn positively influences mental model change (β = 0.758, p < .001). These findings highlight the metaverse’s transformative potential in hospitality education by influencing cognitive frameworks, specifically mental model changes, and enhancing task performance during virtual training. The study also identifies the mediating role of platform attachment in shaping user experiences, providing a theoretical basis for understanding the metaverse’s impact and practical insights for improving hospitality training.

Childhood Emotional Trauma and Flourishing in Female College Students.

There are few studies that measure the effects of childhood emotional trauma on female college students' positive perceptions and attitudes toward their present lives. Therefore, this study analyzes how female college students' emotional trauma induced by child emotional abuse influences their flourishing as adults. To this end, a descriptive survey via an online platform was conducted from November 26 to December 3, 2022. The participants were 318 female college students aged 18 to 35 in South Korea, who experienced parental emotional abuse when they were younger than 18 years old. The survey was conducted to validate the moderating effects of resilience and cognitive emotion regulation strategies on the relationship between female college students' childhood emotional trauma and flourishing. The data were analyzed using descriptive statistics, t-tests, analysis of variance, Pearson's correlation coefficient, and Hayes' PROCESS macro. Self-blame, other-blame, and positive refocusing factors of the Cognitive Emotion Regulation Questionnaire were found to moderate the relationship between childhood emotional trauma and flourishing. Specifically, the self-blame strategy intensified the negative moderation effect. As flourishing depends on the degree of self-blame, fostering optimism by mitigating self-blame is necessary. The other-blame strategy attenuated the negative impact of childhood emotional trauma on flourishing. Nevertheless, this strategy can weaken emotions if individuals fail to regulate them independently. A positive refocusing strategy also effectively moderated the relationship between childhood emotional trauma and flourishing by alleviating the former's adverse effects. By contrast, resilience lacked a moderation effect. To overcome past emotional adversities and lead a flourishing life, interventions that actively utilize relational resources within the campus and regulate irrational beliefs, such as self-blame and blame toward others are necessary. These findings provide critical foundational data for the development of programs aimed at fostering a forward-thinking cognitive framework, thus enabling them to focus on future plans despite memories of emotional abuse.

Свобода воли в синкретизме тувинской культуры

The article analyzes the problem of free will in the Tuvan culture, characterized by syncretism and traditionalism. It uncovers the worldview aspects of the Tuvan people, which reveal an organic unity with nature, thereby determining the range of alternative actions available. It is emphasized that individuals in traditional Tuvan culture operate through syncretic thinking, which occurs in the inseparable relationship not only between humans and nature but also between subject and object. The absence of metaphysical thinking in Tuvan culture is noted as a consequence of operating within a localized cognitive framework and the lack of necessity for supra-natural concepts within the cultural context. The dissolution of the individual in the surrounding space emerges as a natural phenomenon in the context of their livelihood within a specific culture that has arisen under certain conditions. Furthermore, the article delineates a unique understanding of human responsibility and the concept of personal freedom. This understanding does not create contradictions in the realization of one’s free will and the necessity for the development of nature. Additionally, the contours of the transformation of Tuvan culture and the formation of personality concepts influenced by European models are outlined. This analysis contributes to the broader discourse on the interplay between cultural context and the conception of free will, highlighting how deeply embedded traditional beliefs and practices shape the Tuvan understanding of individual agency within the world.

Mr. Tumbles’ Maya and the Multiplicity of Personas: Leveraging Illusion and Reality in Educational Game Design for SEN Language Learners

Educational research for Special Educational Needs (SEN) students has increasingly recognised the necessity for tailored approaches that accommodate diverse learning needs. Despite advancements, there remains a significant gap in the development of digital interventions, particularly video games, that cater to the language acquisition and communicative needs of SEN learners. This study explores how psychological paradigms from the popular children's television show ‘Mr. Tumble’ (made specifically for children with special educational needs) can inform the creation of language learning video games. By analysing the use of ‘Makaton’ a multimodal communication tool that combines signs, symbols, and speech the study highlights the potential of integrating similar techniques into game design to enhance accessibility and engagement for SEN learners. The philosophical understanding of Maya, which emphasises the illusory nature of multiplicity, serves as a theoretical framework to understand how a single character can embody multiple roles within a game, providing a consistent yet diverse learning experience. This approach not only aids in language comprehension but also fosters emotional and social development through relatable Non-Player Characters (NPCs) designed to interact meaningfully with learners. The study posits that incorporating these elements can create immersive, emotionally resonant educational experiences and the development of parasocial relationship between the learner and the digital intervention, that better meet the needs of SEN students, ultimately leading to more inclusive and effective language learning environments. Children simultaneously navigate multiple roles and perspectives, each reflecting a different aspect of reality in make-believe play. The critical importance of integrating this cognitive theoretical framework similar to that into the design of NPCs in educational video games is highlighted in this research. The paper argues that the paradigms of ‘multiplicity of mirrors’, when effectively incorporated into NPC design, can reflect different aspects of language, culture, and social interaction, offering learners a more immersive and multifaceted learning experience.

A critical cognitive analysis of Japan’s nuclear contaminated water discharge discourse

This research investigates the use of compound image schemas in the discourse surrounding Japan’s nuclear wastewater discharge. By analyzing editorials from Asahi Shimbun, this study reveals how discourse producers, from government bodies to media outlets, employ image schemas to navigate, shape, and legitimize their stances on this contentious issue. The investigation identifies the prevalent use of PATH and CONTAINER schemas, facilitating the construction of complex narrative spaces that define “in-group” and “out-group” dynamics, thereby guiding public perception and discourse participation towards an implicit endorsement of specific policy directions. The findings highlight the dynamic interplay between micro-level discourse strategies and macro-level cognitive frameworks, projecting tailored narratives into the public sphere. This projection, rooted in sophisticated cognitive mechanisms, illustrates the strategic use of discourse to influence public opinion and legitimize environmental policy decisions, reflecting broader social implications and the power of discourse in shaping environmental risk perceptions.

Does it matter that an ally is democratic during crises? Public diplomacy and attitudes towards international allies in times of crisis

Abstract Can public diplomacy in times of crisis shape citizens’ attitudes towards international politics? Using a survey experiment in Italy, we evaluated whether information cues about public diplomacy efforts by the United States and China to assist the country in dealing with the COVID-19 emergency shifted the importance citizens attached to Italy’s international allies being democracies. We found that citizens who receive positive cues about USA efforts to assist Italy report a stronger preference for Italy interacting with democracies. At the same time, when they received positive cues about China’s efforts to assist Italy, they discounted the importance attached to international allies being democracies. We further found that these effects are conditional on the participants’ support for democracy at home. We argue that these findings are consistent with a cognitive dissonance framework where citizens update their attitudes to decrease dissonant cognitions when they receive information that challenges prior beliefs or expectations.

Ecological validity of architectural cognition: a framework

Architects are often criticized for not using psychological evidence in design. This paper explores whether the issue lies in the relevance of this evidence for predicting behaviour, perception and cognition in unbuilt buildings. Psychological experiments often fail to mirror real-world building experiences. We introduce the Ecological Validity of Architectural Cognition (EVAC) framework, which evaluates the generalizability of experimental results to real buildings by comparing experimental participants with actual building users in behavioural, perceptual and cognitive terms. We apply EVAC to studies on perceived spaciousness to identify research gaps and suggest methods that better align with real-world building experiences.

Model of Comparative Analysis of the Structure and Semantics of Causal Constructions in Multi-Structural Languages

This article explores the application of constructive grammar, a linguistic approach that integrates cognitive, syntactic, and semantic frameworks to analyse causative constructions in English and Russian languages. Constructive grammar interprets not only the form and content of linguistic components but also the structure itself, which influences and imposes constraints on these components. The study considers the methodological evolution from traditional syntactic theories to cognitive models, particularly the influence of Ch. Fillmore’s work. By focusing on causative constructions, specifically analytical causatives like "The police made him confess," the research draws upon the theories of V.P. Nedyalkov, G.G. Silnitsky, and A.A. Kholodovich, among others, to provide a comparative analysis of causative structures in different languages. Cognitive and generative grammar perspectives, including R. King's spatial metaphor and L. Talmy’s force dynamics, are integrated to establish a comprehensive framework for understanding the universal and language-specific properties of causative expressions. The findings highlight the importance of the cognitive interpretation of syntactic structures, the role of energy transfer between agents and patients, and the diverse semantic types of causative situations. The study concludes by suggesting future research directions in the syntactic classification and formal expression of causative components.

“How Can I Get Out of This?”: A Qualitative Study of the Phenomenology and Functional Impact of Misophonia in Youth and Families

Introduction: Misophonia is an increasingly recognized disorder characterized by negative emotional and sensory reactions to specific noises. Although misophonia most often begins in childhood, there has been minimal research on its clinical presentation in youth. This qualitative study explored cognitive behavioral processes that are involved in misophonia and its associated functional impairment in young people and their families. Methods: Focused interviews were conducted with 20 youth with misophonia (ages 10–17) and their parents. Thematic analyses of these interviews using a cognitive behavioral theoretical framework were conducted. Results: A number of themes were identified, which included internalizing and externalizing cognitive behavioral processes at the individual level (e.g., hypervigilance, anticipatory anxiety, escape, automatic negative attributions), secondary emotional and functional consequences (e.g., negative perception of self, guilt, anxiety, depression, emotional exhaustion, concentration difficulties at school), as well as significant impacts to school, social life, and particularly to family life (e.g., conflict/tension, anger and resentment, family accommodation). These themes are integrated in a proposed theoretical model. Discussion: Misophonia is characterized by several transdiagnostic cognitive behavioral processes, including avoidance, maladaptive cognitions, emotional reactivity, and family communication difficulties, as well as significant functional impairment. Developing treatments that target these processes has the potential to help youth overcome misophonia and improve the quality of life of youth and their families.

Examining Teacher Feedback, Perceived Competencies, Interests, and Achievement in Fourth-Grade Students in Portugal

In a social cognitive framework, teacher feedback is a relational influence that is particularly significant in shaping learners’ vocational self-concept during childhood—a critical stage for career development. This study examines the relationships among perceived teacher feedback, children’s competence perceptions, interests, and achievement in two core curriculum subjects: native language (Portuguese) and mathematics. The sample comprises 409 fourth-grade students (51% male), aged between 9 and 13 years, who completed self-report questionnaires. Structural equation modeling analysis revealed that positive feedback in reading and mathematics is significantly associated with children’s perceived competencies in Portuguese language and mathematics, respectively. Furthermore, perceived competencies accounted for the indirect effects of feedback on both interests and grades. Conversely, negative feedback had a detrimental effect on all variables. Implications, limitations, and future directions for children’s career development will be discussed.

The Attention Game: How External Peers Shape Headquarters’ Attention to Subsidiaries

External peers influence a multinational’s (MNE) attention to its subsidiaries. When external peers pay attention to their foreign subsidiaries, this prompts MNEs to pay attention to their own subsidiaries in the same market. As MNEs operate in multiple contexts, the selection of relevant external peers is complicated. Using a cognitive perspective we address the following: Who are the external peers managers monitor? What subsidiaries benefit from external peer attention to their own subsidiaries? When are external peers relied upon? Applying the cognitive perspective, attention occurs independent of subsidiary actions, driven by managers’ cognitive frameworks and in response to external peers.

Integrated Deep Learning Architectures for Perception, Control, and Decision-making in Robotics: a Framework for Sensing, Cognition, and Transparent Decision-making

The increasing complexity of robotic applications demands innovative approaches for addressing problems that lack analytical solutions, with deep learning (DL) emerging as a key tool for enabling robots to learn and adapt in dynamic environments. This survey reviews existing DL techniques in robotics, categorizing the major challenges and exploring successful solutions that leverage DL for perception, control, and decision-making. We discuss the use of modular versus end-to-end DL architectures, providing guidelines for selecting appropriate model structures and training strategies. The review also examines advancements in neuro-robotics systems (NRS), where the convergence of neuroscience and robotics is driving the development of robots with embodied intelligence, enabling more natural human-robot interactions. Recent progress in neural mechanisms for perception, cognition, learning, and control is highlighted, offering insights into creating future neuro-robots. Furthermore, we address the challenge of uncertainty estimation in neural networks, crucial for reliable robotic decision-making, and evaluate existing frameworks such as Bayesian belief networks and Monte Carlo sampling that improve uncertainty modeling without requiring architectural changes. Lastly, we explore efforts to enhance transparency in robotic systems through integrated reasoning and learning methods, focusing on architectures that combine logical reasoning with deep learning to provide explainable decision-making. This survey aims to offer a structured overview of current research and guide future developments in neuro-robotics.

Cognitive diagnostic assessment: A Q-matrix constraint-based neural network method.

Cognitive diagnosis is a crucial element of intelligent education that aims to assess the proficiency of specific skills or traits in students at a refined level and provide insights into their strengths and weaknesses for personalized learning. Researchers have developed numerous cognitive diagnostic models. However, previous studies indicate that diagnostic accuracy can be significantly influenced by the appropriateness of the model and the sample size. Thus, designing a general model that can adapt to different assumptions and sample sizes remains a considerable challenge. Artificial neural networks have been proposed as a promising approach in some studies. In this paper, we propose a cognitive diagnosis model of a neural network constrained by a Q-matrix and named QNN. Specifically, we employ the Q-matrix to determine the connections between neurons and the width and depth of the neural network. Moreover, to reduce the human effort in the training algorithm, we designed a self-organizing map-based cognitive diagnosis training framework called SOM-NN, which enables the QNN to be trained unsupervised. Extensive experimental results on simulated and real datasets demonstrate that our approaches are effective in both accuracy and interpretability. Notably, under unsupervised conditions, our approach has significant advantages on small sample datasets with high levels of guessing and slipping, especially on the pattern-wise agreement rates. This work bridges the gap between psychometrics and machine learning and provides a realistic and implementable reference solution for classroom instructional assessment and the cold start of personalized and adaptive assessment systems.