Cognitive Obstacles Research Articles

Hierarchical Progressive Image Forgery Detection and Localization Method Based on UNet

The rapid development of generative technologies has made the production of forged products easier, and AI-generated forged images are increasingly difficult to accurately detect, posing serious privacy risks and cognitive obstacles to individuals and society. Therefore, constructing an effective method that can accurately detect and locate forged regions has become an important task. This paper proposes a hierarchical and progressive forged image detection and localization method called HPUNet. This method assigns more reasonable hierarchical multi-level labels to the dataset as supervisory information at different levels, following cognitive laws. Secondly, multiple types of features are extracted from AI-generated images for detection and localization, and the detection and localization results are combined to enhance the task-relevant features. Subsequently, HPUNet expands the obtained image features into four different resolutions and performs detection and localization at different levels in a coarse-to-fine cognitive order. To address the limited feature field of view caused by inconsistent forgery sizes, we employ three sets of densely cross-connected hierarchical networks for sufficient interaction between feature images at different resolutions. Finally, a UNet network with a soft-threshold-constrained feature enhancement module is used to achieve detection and localization at different scales, and the reliance on a progressive mechanism establishes relationships between different branches. We use ACC and F1 as evaluation metrics, and extensive experiments on our method and the baseline methods demonstrate the effectiveness of our approach.

Navigating the Linguistic Labyrinth: Challenges of Using Phrasal Verbs for L2 Learners

The acquisition and usage of phrasal verbs present significant challenges for second language (L2) learners due to their complex and idiomatic nature. This paper explores these difficulties through a multifaceted analysis of the linguistic and cognitive obstacles that phrasal verbs pose to learners. The study examines the study's participants, which can lead to misunderstandings and misinterpretations. The paper delves into the learners’ competence levels and other issues affecting their ability to grasp phrasal verbs, which often affects their competence and performance in this area of English grammar. The paper also discusses the pedagogical approaches that have helped to facilitate the learners’ learning of phrasal verbs, such as contextual learning, teachers’ ability, corpora, and technology-based tools. The research findings underscore the importance of innovative teaching strategies and continuous practice for L2 learners to effectively navigate the linguistic labyrinth of phrasal verbs. By identifying key challenges and potential solutions, this paper contributes valuable insights into the complexities of language acquisition and offers practical recommendations for educators and learners alike. Ultimately, it aims to enhance our understanding of the intricate relationship between language, culture, and cognition in the context of L2 learning.

Factors facilitating and delaying disclosure and reporting of child sexual abuse: insights from forensic interviews

ABSTRACT In light of limited existing knowledge, we aimed to examine the connection between disclosure facilitators and delays in the context of forensic interviews. We examined interview records from 403 children under 18 suspected of sexual abuse at a child advocacy center. The forensic interview records, family interview forms, and psychiatric examination reports in the files were retrospectively examined. Frequency, mean, and chi-square tests were implemented to analyze the data. The reasons for facilitating and delaying the disclosure of abuse were evaluated using a descriptive analysis method. Of the cases, 79.4% were girls, and 74% were in the 12–18 age group. It was determined that the presence of witnesses, evidence, and messages (16.37%) and discomfort with the suspect’s/abuser’s behavior (11.66%) facilitated the disclosure of abuse. On the other hand, reporting of abuse was delayed due to the suspect’s/abuser’s threats (18.85%) and the victim’s fear, embarrassment and avoidance of her/his family (10.66%). The characteristics of abuse and disclosure reasons varied based on age groups and the intimacy level of the suspect. It has been observed that pre-adolescent children may face cognitive obstacles in disclosing abuse.

Misconoscenze di fisica nella scuola del primo ciclo: un questionario didattico

PHYSICS MISCONCEPTIONS IN FIRST CYCLE SCHOOL: AN EDUCATION QUESTIONNAIRE Abstract The achievement of an adequate level of scientific knowledge is unanimously recognized as an important milestone, not only for training future scientists but above all to enable the new generations to possess important skills for responsible and critically informed citizenship. Regarding Italy, international comparisons highlight the accentuation of specific critical issues in this area. Concerning the search for teaching actions aimed at improving the understanding of physical phenomena, it remains fundamental to understand the preconceptions from which students start and the cognitive obstacles that these entail. We have prepared and validated a questionnaire with the aim of highlighting the most common critical elements in the explanation of physical phenomena by students aged 11-14. The collected data confirm the presence of widespread misconceptions already reported in the literature, which it is appropriate to bring to the attention of teachers. The questionnaire is complemented by formative feedback intended to provide initial indications for their revision.

Advancing interdisciplinary management science: A pathway to sustainable development goals

The Interdisciplinary Journal of Management Sciences (IJMS) plays a crucial role in advancing the understanding and application of management science in various fields. This editorial paper explores the intersection between interdisciplinary research and management science, emphasising the Journal's contribution to the Sustainable Development Goals (SDGs). IJMS encourages innovative research that addresses complex managerial issues, discourses, and challenges by incorporating principles from economics, engineering, social sciences, and technology. This paper highlights key areas of focus, such as decision-making, supply chain management, innovation, human resources, financial management, marketing, sustainability, educational management, conflict management, and governance. The relevance of each area to specific SDGs is discussed, showcasing how interdisciplinary approaches can provide comprehensive understanding and solutions to global issues. Despite the cognitive obstacles posed by disciplinary boundaries, methodological disparities, and pedagogical peculiarities inherent in interdisciplinary research, there are ample opportunities to leverage technological advancements and foster collaborative research for effective knowledge advancement. The IJMS's commitment to bridging theory and practice not only advances knowledge in management science but also makes a significant contribution to achieving the SDGs. This editorial calls for increased support from scholars, practitioners, and policymakers to further recognise interdisciplinary research in line with the Journal's vision for a future where management science drives sustainable development.

Normatywna i rekonstrukcyjna perspektywa ujmowania metodologii badań w pedagogice

The fundamental purpose of the article is to signal the premises for giving a greater importance to reconstructive methodology and to recall its possible dimensions (or generality levels of methodological research). The author begins by recalling the context of supplying the scientific method with a distinguished status, which justifies the dominance of the normative character of methodology in the researchers’ minds. She notes the importance of sociocultural factors for changes in the social sciences research practice, as well as the new understanding of practice by some contemporary philosophers, which justifies the granting of greater status to research practice. In the final part of the article, she presents levels of methodological reconstruction. Focusing on research practice will make it possible to see methodological innovations as a reaction to the change of conditions for conducting scientific research and as a search for ways to transcend the cognitive obstacles encountered.

Impact of Stunting History on Adults: Literature Review

Stunting is the root of the problem that affects human growth and development. This problem starts from the growth of the fetus until the first 1000 days of life. If not addressed, it will have long-term impacts. This article aimed to determine the impact of a history of stunting on adults. This research method uses a literature review. Article searches using the Taylor and Francis, Science Direct, and Springer Link databases. Seven articles met the inclusion criteria. The research results showed that 28.5% of the articles were researched in developed countries and 71.5% in developing countries. However, there are no research articles from Indonesia. Researchers found the impact of a history of stunting on adults, including 87.5% of articles describing physiological consequences, 66.7% of all articles mentioning cognitive obstacles, and 57.1% of all articles evidencing psychosocial problems. In conclusion, the impact of a history of stunting on adults is confirmed and a polemic that must be addressed immediately. If left untreated, this will continue to happen, becoming a scary cycle and reducing the quality of human resources.

Urban rail transit design practice on cognitive obstacles in art and design majors

Background Students majoring in art and design exhibit a more assertive personality, emphasizing their interests and hobbies while emphasizing their major over culture. They are easily suffering from cognitive impairment under the influence of professional characteristics, family environment, and growth experiences. The research added practical content of urban rail transit design to some content of art and design majors. It is to achieve intervention in cognitive impairment of art and design students.Subjects and MethodsTwo classes of students majoring in design from art schools were selected as the research subjects and assigned to groups A and B. Group A adopts traditional art and design professional cognitive impairment treatment methods, while Group B participates in urban rail transit design practice for combined intervention. The experimental total lasted for six months, and the data were organized according to SPSS23.0. t-tests for comparison between the two sets of intervention pre and post were used.ResultsAfter intervention, the perceptual-cognitive function score of Group B increased to 54.46 ± 6.68 points, and the perceptual-cognitive function score increased to 20.32 ± 1.97 points, significantly higher than Group A. At the same time, the quality of life score increased to 11.68, resulting in a significant improvement of 1.66 cases.ConclusionsThe combination of traditional treatment methods with urban rail transit design practices has an effective intervention effect on treating cognitive impairment in art and design majors.AcknowledgementThe 2022 general topic of philosophy and Social Sciences in Colleges and universities in Jiangsu Province (No. 2022SJYB1204).

INVESTIGATING STUDENTS' ANXIETY IN ARGUMENTATIVE WRITING

This study investigated the anxiety-related challenges faced by students in argumentative writing and their impact on writing performance. The research utilized questionnaires to collect quantitative data from fourth-semester students enrolled in the Argumentative Writing Subject. The study explored psychological, emotional, and cognitive obstacles that impede students' writing abilities and contribute to anxiety. Results indicated that 31.8 percent of students reported psychological symptoms such as excessive sweating and trembling hands when engaging in argumentative writing tasks. These manifestations highlighted the negative influence of anxiety on learning outcomes, emphasizing the need for support and interventions. By addressing psychological, emotional, and cognitive difficulties, promoting engagement in the writing process, and encouraging initiative in group discussions, educators can create an inclusive learning environment that fosters student’s ability to overcome anxiety barriers and excel in argumentative writing. However, it is important to acknowledge limitations in this research, including potential response bias due to self-report measures and the limited sample size from a specific educational institution, which may affect the generalizability of the findings. Future research should employ diverse assessment methods, and larger and more representative samples, and further explore the intricate connections between psychological, emotional, and cognitive symptoms of anxiety and their specific impacts on writing performance to enhance our understanding of this topic.

Some Considerations Concerning the Teaching of Negative Numbers

The teaching of negative numbers is dealt with herein from the point of view of expanding the number classes from those containing only positive numbers to those that also include the negatives (and zero). The expansion involves generalizing the concept of “number” and making modifications in the definitions of the arithmetical operations. Each of these actions generates cognitive obstacles, both historically and pedagogically. In contrast to the historical situation, the concept of negative number is not problematic for the contemporary student because he/she encounters them with certain frequency in his/her daily life. The addition of negative numbers, especially in the case in which it becomes equivalent to subtraction in the natural numbers with the subtrahend greater than the minuend, is subject to a didactical obstacle, which can be overcome by using the number line as a visual/conceptual support. Also, the multiplication of two negative numbers, resulting in a positive number, constitutes a genuine epistemological obstacle due to the fact that the usual metaphors used to explain the negative numbers do not clarify this operation. The article thus proposes to consider double negatives as inverses of inverses and delineates a sequence of activities based on this metaphor to overcome the mentioned epistemological obstacle.

UNIVERSITY AUTONOMY POLICY IN HUMAN RESOURCES: CASE STUDY IN VIETNAM

University autonomy in the field of human resources is a matter of concern in policy as well as higher educational thinking in Vietnam. Currently, there are more than 20 Vietnamese universities conducting autonomy in terms of human resources according to the state's university autonomy policy. In fact, the understanding, implementation and application of this policy in the educational environment of each university is different, so the positive or negative changes at more than 20 universities are also quite diverse, creating cognitive obstacles for policy makers. The article approaches from the perspective of public policy to analyze the actual implementation and actual changes of 23 universities when conducting autonomy in the field of human resources, in order to provide an overview of this issue and offers several policy implications for Vietnam.

Developing a Transdisciplinary Team Using Online Data Science Training and a Real-World Case Study on the Pandemic, COVID-19

Using a real-world, team-led, virtual case study focused on the international pandemic, SARS-CoV-2, more commonly referred to as COVID-19, we assessed if data science could serve as the common discipline for the development of a professional transdisciplinary team. Team success was measured by assessing if all members contributed to the virtual, student-led case study, which occurred, and if the product of the collaboration transcended the discipline, which occurred when the team created this report due to the success of the online data science program preventing the commonly encountered difficulties such as communication among team members and cognitive obstacles of experts being unable to relate to others outside their expertise. We suggest that future pandemic response training programs consider incorporating data science as a fundamental discipline when developing pandemic response teams.

Undergraduate Students’ Cognitive Obstacles in the Learning Power Series Concepts Using APOS

Power series are a powerful tool to study elementary functions that are widely used in computational sciences to obtain approximations of functions. However, students do not fully develop required mental structures due to the presence of cognitive obstacles. The purpose of this study was to develop students’ mental constructions in learning power series expansion using the activities, whole class discussions and exercises instructional approach. Literature on the activities, class discussion and exercise instructional approach in power series is scarce. This framework advocates for the use activities, class discussion and exercises teaching cycles to develop undergraduate students’ mental constructions in mathematics concepts. A qualitative case study research approach involving 101 first-year undergraduate students was adopted for this study. Students’ understanding of power series expansion was gathered by using a task-sheet and semi-structured interviews. Data analysis consisted of content analysis of students’ written responses to the exercises and identify categories. The results indicated that students partially developed the schema for expanding power series and solving related problems. Students had some content gaps in the pre-schemas, which in true became some cognitive obstacles in learning power series. Future studies may focus on mental constructions and obstacles in other aspects of series expansion.

Study on Machine Translation Teaching Model Based on Translation Parallel Corpus and Exploitation for Multimedia Asian Information Processing

Text in one language can be mechanically translated into another language using machine translation (MT). It is possible to anticipate a sequence of words, generally modeling full sentences using machine translation in a single integrated model. Human language's flexibility makes automatic translation an artificial intelligence (AI) challenge of the highest order. A single model rather than a pipeline of fine-tuned models is now the best way to attain state-of-the-art outcomes in machine translation. For example, words having numerous meanings, phrases that use more than one grammatical structure, and other grammar issues make it difficult for a machine to translate; however, many misinterpretations translate to be a breeze. A teacher's job is to assist pupils in overcoming the emotional and cognitive obstacles that stand in the way of developing effective problem-solving abilities. Students will benefit from developing problem-solving abilities since they will apply what they have learned to new circumstances. MT-AI, machine translation technology, and products have been employed in a wide range of applications, including business travel, tourism, and cross-lingual information retrieval. Text translation and phonetic translation are two types of translations that focus on the content of the source language. It is possible to create self-learning systems by injecting machine learning techniques into existing software and then observing the results of such injection. Computer software can translate a massive volume of text in a short period. It takes longer for a human translator to perform the same work as a computer program. The simulation investigation is developed based on correctness and effectiveness, demonstrating the proposed framework's reliability of 95.1%.

Matter as the New Wilderness: Cognitive Obstacles, Radium, and Radioactivity in British and American Popular Fiction from the 1910s

At the beginning of the 20th century, the radical paradigm shift in atomic phys- ics and chemistry attracted attention from non-scientific culture, and provided a new set of imagery in literary representation of matter, particularly in popular fiction. The article presents a number of texts whose themes and plots were rooted in a peculiar manner of writing, featuring a radical and consistent projection of emotions and desires onto literary representation of matter. The theoretical background has been derived from recent discus- sion of cultural materialism, and from Gaston Bachelard’s psychoanalysis of the scientific mind. The selection of literary texts covers popular novels and short stories published in Britain and the United States between 1880 and 1918. The conclusions present a some- what surprising link between the new developments in atomic theory, and the tradition of frontier settings in the American adventure romance.

Cognitive obstacles in the learning of complex number concepts: A case study of in-service undergraduate physics student-teachers in Zimbabwe

Physics and mathematics are interrelated as part of the science, technology, engineering, and mathematics (STEM) disciplines. The learning of science is supported by mathematical skills and knowledge. The aim of this paper is to determine the cognitive obstacles of in-service undergraduate physics student-teachers’ understanding of the concept of complex numbers which is part of linear algebra. A case study is presented involving 10 undergraduate student-teachers at a university in Zimbabwe studying for a Bachelor of Science Education Honours Degree in physics. Data were generated from the 10 participants’ answers to structured activity sheets and interviews. Action, process, object, schema (APOS) theory was used to explore the possible ways that students may follow to understand the concepts of complex numbers and how they concur with the preliminary genetic decomposition. It was observed that most of the participants were operating at the action level, with a few operating at the process and object levels of understanding. Recommendations are made in this study that instructors should pay more attention to the prerequisite concepts and the “met afters” so that students can encapsulate processes into object understanding of division of complex numbers and polar form.

Difficulties in Learning and Teaching Numbers: A Literature Review on the Obstacles and Misconceptions of Learners and Instructors

This paper attempts to summarize a number of research studies on numbers. The purpose of this study was to investigate and identify the obstacles encountered by students when they are dealing with number reasoning (whole numbers, integers, and rational numbers) and the difficulties faced by pre-service teachers in teaching arithmetic, including their misconceptions and weaknesses when they teach arithmetic and operations. There are two main sections in this paper: students’ cognitive obstacles for number reasoning, and pre-service teachers’ misconceptions of arithmetic. With the summarized misconceptions and obstacles of both, students and teachers, this paper provides efficient and effective thinking strategies that may help both, learners and instructors overcome obstacles, revise misconceptions, and strengthen their understanding, in order to develop proficiency in number reasoning and arithmetic operations.

Trauma-informed Collaborative Care for African American Primary Care Patients in Federally Qualified Health Centers: A Pilot Randomized Trial.

African Americans have nearly double the rate of posttraumatic stress disorder (PTSD) compared with other racial/ethnic groups. To understand whether trauma-informed collaborative care (TICC) is effective for improving PTSD among African Americans in New Orleans who receive their care in Federally Qualified Health Centers (FQHCs). In this pilot randomized controlled trial, we assigned patients within a single site to either TICC or to enhanced usual care (EUC). We performed intent to treat analysis by nonparametric exact tests for small sample sizes. We enrolled 42 patients from October 12, 2018, through July 2, 2019. Patients were eligible if they considered the clinic their usual source of care, had no obvious physical or cognitive obstacles that would prevent participation, were age 18 or over, self-identified as African American, and had a provisional diagnosis of PTSD. Our primary outcome measures were PTSD measured as both a symptom score and a provisional diagnosis based on the PTSD Checklist for DSM-5 (PCL-5). Nine months following baseline, both PTSD symptom scores and provisional PTSD diagnosis rates decreased substantially more for patients in TICC than in EUC. The decreases were by 26 points in EUC and 36 points in TICC for symptoms (P=0.08) and 33% in EUC and 57% in TICC for diagnosis rates (P=0.27). We found no effects for mediator variables. TICC shows promise for addressing PTSD in this population. A larger-scale trial is needed to fully assess the effectiveness of this approach in these settings.

Differences in Self-Directed Learning: Middle-School Students’ Autonomous Outdoor Studying

The use of self-directed learning (SDL) is an increasingly widespread trend in schools, although its core—the student’s attentional capability for multi-level processing—to construct relevant concepts and at the same time to keep in mind the needed sub-items, while also directing one’s own learning, has not been thoroughly investigated. We examined autonomous learning outdoors in small groups with 122 school students aged 14–16 years (the period that, through the developmental peculiarities of puberty, causes variety in cognitive skills). To detect whether individual characteristics reflect in students’ SDL progress, we measured participants’ pre-knowledge, their problem-solving strategies, and post-knowledge. We also asked about their prior SDL experience. The results showed 1) relations between one’s pre-and post-knowledge levels; 2) the impact of gender in the SDL efficacy; 3) the difficulty to memorize in the course of complex tasks while learning on one’s own. Our work gives insight into the SDL-specific heightened cognitive demand: school students’ cognitive obstacles in heavy load conditions and their prolonged maturation of executive functions—especially in adolescence as this age group passes its normal biological spurts of the human developmental path—which may differ individually.

Clothing and Body Narrative Strategies in The Great Gatsby

Body became the generative center and presentation of narrative meaning in modern fiction; it is not only the physiological existence, but also the collection of ideas and the signifier of meaning. In modern novels, the signifying meaning of characters will be revealed by the presentation of private body. Description of clothing is significant in body narrative, while paradoxically，clothing is，in one way the medium of meaning construction and expression of body, and in another way the cognitive obstacle covering the body and delaying the revealing of truth. Fitzgerald, taking full advantage of this paradox, adopted different strategies to depict the clothing of the two groups of main characters in The Great Gatsby, constructing a contrast between the visible body and the invisible body，thus to disclose the different body representations of American Dream and their respective failure.