Cognitive Psychology Research Articles

Human Conditional Reasoning in Answer Set Programming

AbstractGiven a conditional sentence “ ${\varphi}\Rightarrow \psi$ " (if ${\varphi}$ then $\psi$ ) and respective facts, four different types of inferences are observed in human reasoning: Affirming the antecedent (AA) (or modus ponens) reasons $\psi$ from ${\varphi}$ ; affirming the consequent (AC) reasons ${\varphi}$ from $\psi$ ; denying the antecedent (DA) reasons $\neg\psi$ from $\neg{\varphi}$ ; and denying the consequent (DC) (or modus tollens) reasons $\neg{\varphi}$ from $\neg\psi$ . Among them, AA and DC are logically valid, while AC and DA are logically invalid and often called logical fallacies. Nevertheless, humans often perform AC or DA as pragmatic inference in daily life. In this paper, we realize AC, DA and DC inferences in answer set programming. Eight different types of completion are introduced, and their semantics are given by answer sets. We investigate formal properties and characterize human reasoning tasks in cognitive psychology. Those completions are also applied to commonsense reasoning in AI.

Children Perception of 3D Usual Shapes in Virtual Environments

Improving the understanding of the 3D perception spatial ability for children is an important issue for research in the areas of cognitive and developmental psychology, particularly in virtual environments where perceptive behaviors could differ from real environment. The aim of this research is to evaluate if children from 6 to 10 years old are able to perceive usual 3D shapes displayed in virtual environment like in 3D world.In an experimentation, children (N =218) are split in groups faced with different modalities of representation of 3D shapes they are allowed to manipulate or only observe: virtual representations on touchpad or real representation with 3D models. They have to solve recognition task of usual 3D shapes (cube, cylinder, triangular prism, etc.). If results indicate that majority of children adequately perceived virtual usual 3D shapes, this ability is not acquired for everyone and is more problematic than perception of 3D models. Some shapes, like the triangular prism, were less adequately perceived. Results call for prudence regarding the use of virtual 3D shapes with children for example during 3D geometry learning.

Spatial reasoning in context: bridging cognitive and educational perspectives of spatial-mathematics relations

Spatial reasoning is ingrained in daily life, such as when locating our keys or parking our car. At a broad level, spatial reasoning describes the ability to mentally represent and transform objects and their relations. Spatial reasoning is comprised of distinct, yet related, spatial skills, most of which have strong links with mathematics achievement. Subsequently, understanding the ways spatial reasoning connects with mathematics has the potential to support achievement in school. However, current research practices have failed to translate into practical outcomes for students. To date, research has often focused on decontextualized spatial skills, measured by psychometric tests, to generalize about broader models of spatial reasoning. However, spatial reasoning goes beyond test performance. In this theoretical review, I have sought to find the points of connection between the fields of cognitive psychology, often based in the lab, and mathematics education, situated within classrooms, and discussed ways to connect this currently siloed work for greater impact on classroom practice. The paper addresses the emergence of spatial research from its historical roots in intelligence testing and the influence these conceptualizations have had on contemporary methodologies. It goes on to discuss how these research traditions may be limiting our ability to understand the mechanisms linking spatial reasoning and mathematics. The paper argues for a broader view of research problems and methodologies in spatial cognition research to facilitate the translation of research to meaningful contexts in pedagogy and learning.

The Learning Disability Association of America's Specific Learning Disability Evaluation Principles and Standards

This paper presents the new principles and standards for Specific Learning Disability evaluations. The research informed principles and standards are the product of a yearlong, research-based collaboration between professional ambassadors from the fields of school psychology, cognitive psychology, speech and language pathology, special education, literacy, mathematics education, and medicine. These principles and standards are designed to provided professionals with a process that can be used to develop a comprehensive evaluation and written report describing: the nature of the specific learning disability; the area and levels of impairment; academic areas and personal areas of strengths; cultural and linguistic diversity of the student; and specific considerations for practitioners to develop individualized interventions designed to meet the unique academic, linguistic, social, emotional, and behavioral needs of the student.

Existing evidence of conceptual differences in research on climate change perceptions among smallholders? A systematic map

BackgroundClimate change is having adverse effects on the livelihoods of small-scale populations, particularly in relation to their subsistence practices. Scientific literature widely acknowledges that smallholders must first perceive climate changes to take necessary precautions and adapt to the new conditions. However, variations exist in the terminology used across the literature, and in how it conceptualizes these perceptions. This variation complicates understanding of the literature and hinders empirical evidence comparisons. Therefore, in this review, we systematically mapped the literature considering variations in the concept's usage across different thematic areas. Our goal was to provide a comprehensive overview of the current state of the literature on smallholder climate change perceptions.MethodsIn our systematic map, we adhered to the Collaboration for Environmental Evidence guidelines. We searched the literature adopting English terms and using five electronic databases of scientific publications (Web of Science Core Collection, Scopus, BASE–Bielefeld Academic Search Engine, PubMed, and Science Direct Elsevier). We then screened the retrieved articles' titles, abstracts, and full texts according to predefined eligibility criteria. Articles meeting the eligibility criteria were chosen for full reading, data extraction, and coding, utilizing a prepared codebook. No validity appraisal occurred in this selection. A database containing coded metadata for all studies is accessible for reference.Review findingsAfter screening 5358 articles (titles and abstracts), we identified and thoroughly reviewed 361 eligible articles at full text to map the usage of the climate change perception concept. Among these, 73 articles provided explicit definitions of perception, falling into seven categories: risk perception, perception based on psychological constructs and sensory stimuli, awareness, prior experience, observation of climate variables, beliefs, and uncertainties or threats. Implicit definitions of perception with various constructs were found, including those rooted in Cognitive Psychology, awareness, risk perception, traditional knowledge, beliefs, concerns about climate change, experiences of exposure to its effects, attitudes, worldviews, and scientific knowledge. Articles usually address multiple topics. Notably, 88% of the articles did not present any theory throughout their content. Geographically, Africa and Asia were the most frequently studied continents, with more focus on non-indigenous small-scale populations than indigenous ones.ConclusionsIn conclusion, the perception concept exhibits an interdisciplinary nature. Therefore, fostering continuous dialogue among diverse disciplines is imperative to establishing an interdisciplinary definition of the term. An in-depth understanding of the perception concept is essential, as its absence can result in erroneous conclusions, limited adaptation strategies, and a lack of awareness among small-scale populations regarding climate change impacts. Misconceptions about this concept can lead to ineffective policies, further endangering vulnerable populations. Defining the concept and its constructs facilitates article comparisons. Without this definition, meaningful comparisons become unfeasible. Moreover, the absence of proper perception definitions poses challenges for small-scale populations, researchers, and stakeholders in developing effective, efficient, and flexible adaptations over time. Perception is the first step in incorporating adaptation strategies and must be translated into policies to address climate change impacts efficiently.

Working methods of the Russian secret services in the light of the Oleg Kulinich case

The author analyses the case of the detention of Ukrainian Security Service officer Oleg Kulinich on suspicion of espionage for the Federal Security Service of the Russian Federation. On the basis of the analysis of the tasks posed to this Russian agent, he concludes that the modus operandi of Russian counterintelligence is diametrically opposed to the methods of Western services. The main difference is the shifting of the centre of gravity of operational activities from reconnaissance-information work to attempts at agentic seizure of control over enemy institutions, mainly civilian and military special services, and the realisation of intelligence infiltration by people with the same habitus as recruitment candidates. Drawing on the achievements of cognitive psychology and research in recent history, the author demonstrates that the Russian services have been using and refining these methods for more than 100 years.

Greater target or lure variability? An exploration on the effects of stimulus types and memory paradigms

In recognition memory, the variance of the target distribution is almost universally found to be greater than that of the lure distribution. However, these estimates commonly come from long-term memory paradigms where words are used as stimuli. Two exceptions to this rule have found evidence for greater lure variability: a short-term memory task (Yotsumoto et al., Memory & Cognition,36, 282–294 2008) and in an eyewitness memory paradigm (Wixted et al., Cognitive Psychology,105, 81–114 2018). In the present work, we conducted a series of recognition memory experiments using different stimulus (faces vs. words) along with different paradigms (long-term vs. short-term paradigms) to evaluate whether either of these conditions would result in greater variability in lure items. Greater target variability was observed across stimulus types and memory paradigms. This suggests that factors other than stimuli and retention interval might be responsible for cases where variability is less for targets than lures.

An extension of the shifted Wald model of human response times: Capturing the time dynamic properties of human cognition : Trial-varying Wald model.

Despite the ubiquitous nature of evidence accumulation models in cognitive and experimental psychology, there has been a comparatively limited uptake of such techniques in the applied literature. While quantifying latent cognitive processing properties has significant potential for applied domains such as adaptive work systems, accumulator models often fall short in practical applications. Two primary reasons for these shortcomings are the complexities and time needed for the application of cognitive models, and the failure of current models to capture systematic trial-to-trial variability in parameters. In this manuscript, we develop a novel, trial-varying extension of the shifted Wald model to address these concerns. By leveraging conjugate properties of the Wald distribution, we derive computationally efficient solutions for threshold and drift parameters which can be updated instantaneously with new data. The resulting model allows the quantification of systematic variation in latent cognitive parameters across trials and we demonstrate the utility of such analyses through simulations and an exemplar application to an existing data set. The analytic nature of our solutions opens the door for real-world applications, significantly extending the reach of computational models of behavioral responses.

Why Plato needs psychology. Proposal for a theoretical framework underpinning research on the cognitive transfer effects of studying classical languages

Psychology is one of the seven hub sciences, which involves great responsibility for psychologists but also great opportunities for both psychologists and other scholars; that was the theme of the 17th European Congress of Psychology organized by the Slovenian Psychologists’ Association. This article contains a detailed example of how psychology functions as a hub science today. The research topic finds its origin in the seemingly unrelated discipline of classics. Latin and Ancient Greek have been taught in Europe for centuries, and even today there are many pupils in secondary education who study them. This custom does not go uncriticized, as the classical languages are often perceived as irrelevant in the modern world. Classicists have therefore been forced, and continue to be forced, to defend the very existence of their discipline. One of the arguments they have adduced, is that the study of classical languages has a beneficial impact on pupils’ linguistic and general cognitive abilities. This claim is closely related to the general issue of transfer of learning which has long preoccupied philosophers and psychologists. The only way to verify such a claim, is to resort to a psychological approach. This article presents the first fully elaborated theoretical framework for the cognitive impact of classical language education, which paves the way for sound and rigorous research on this topic. The framework starts from cognitive transfer as a central construct and goes on to combine insights from various psychological and non-psychological literatures. As such, a fruitful interaction comes about: Not only does psychology contribute to classical language impact research, the latter will also enrich cognitive psychology and psycholinguistics by broaching new terrain.

Smartphone mobility assistants. A lever to guide route choice preferences in mass transit?

The regulation of passenger congestion in mass transit is a persistent issue that requires ingenious and cost-effective solutions to ensure that related operations run at optimum capacity. Mass transit operators may implement Public Transport Demand Management (PTDM) strategies like cognitive levers to tackle this issue by targeting passengers’ behaviour during the route planning that precedes travel in mass transit. In this regard, multiple experimental studies in cognitive psychology and sciences have shown that transit maps can be used to guide passengers’ route choice preferences in mass transit.A route choice experiment was conducted to examine the potential of smartphone mobility assistants as a tool to guide mass transit users’ away from the fastest options that tend to be predominantly preferred. 582 participants took part in an online study where they engaged in a route selection task by indicating their route choices in the Île-de-France mass transit system. We measured how participants’ preferences for the fastest route varied depending on the visual format in which routes were presented (on a transit map, on a timeline or listed briefly as per current trends), the presence of conflicting visuo-spatial information on the transit map (fastest choice = shortest vs. longest choice) and the level of comfort (availability of simple transfers and/or less congested routes).The main results suggest the existence of two levers than can be implemented in smartphone mobility assistants to manage passenger congestion in mass transit: (1) a perceptive heuristic whereby passengers presented with a transit map manifest a preference for the route presented as the shortest on the map and (2) the possibility to sway a proportion of passengers away from the choice of the fastest route by presenting information about the comfort levels of alternative options.

Ontological modeling of the psychological field of a play

Ontological modeling of the psychological field of a play

Review of "Physiological psychology" by Vladimir E. Trajkovski

“Physiological psychology” authored by Prof. Dr. Vladimir E. Trajkovski, represents a pivotal contribution to the field of physiological psychology. The Publisher is Faculty of Philosophy in Skopje and it was published on September 29th in Skopje. This is first edition of the book, which is printed in B5 format with ISBN 978-608-238-235-7. This textbook, the first in the Macedonian language, elaborately explores the biological bases of behaviour. The book's scope extends beyond mere academic interest, serving as a valuable resource for students and professionals. This book is a valuable resource for anyone fascinated by the intersection of psychology and physiology, demystifying how our biological mechanisms shape behaviour. It's a great educational resource, particularly for students and professionals in psychology, neuroscience, and similar fields, because of its exhaustive exploration of physiological psychology. From the workings of the sensory systems and the dynamism of motor functions to the neurological and cognitive complexities, the book clarifies human behaviour's roots. This book is a great candidate for readers seeking to enhance their knowledge of physiological psychology.

Award for Distinguished Contributions to the International Advancement of Psychology: Judith L. Gibbons.

"APA's Committee for Global Psychology is pleased to present this award to Judith L. Gibbons. Dr. Gibbons is Professor Emerita of Psychology at Saint Louis University and throughout her career has exemplified the best of international scholarship, mentorship, editorships, professional leadership, and humanitarian service. Her scholarship focuses on international and cross-cultural studies of adolescent development, intercountry adoption, psychology of women and gender, and human-equine interaction. Dr. Gibbons has made extraordinary contributions to the publication of international psychology research, serving on numerous editorial boards and as founding editor of the journal International Perspectives in Psychology: Research, Practice, Consultation. Through this work, Dr. Gibbons has served as mentor to researchers from around the globe, particularly scholars from underrepresented parts of the world. She has served on numerous boards and as advisor to multiple international groups and committees, including as President of the Society for Cross-Cultural Research and the InterAmerican Society of Psychology. Dr. Gibbons has also served as Vice-President of the Board of Directors of Colegio Americano del Sur, a K-12 bilingual private school in Guatemala, and as a pro-bono monitoring and evaluation consultant for the Guatemalan nongovernmental organization SerNiña. In recognition of her ongoing commitment to global scholarship, publication, and mentorship; service to international organizations; and dedication to using psychology to help children, the Committee for Global Psychology presents to Dr. Gibbons the 2023 APA Award for Distinguished Contributions to the International Advancement of Psychology." This award honors an individual who has made sustained and enduring contributions to international cooperation and the advancement of knowledge in psychology. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Award for Distinguished Contributions to the International Advancement of Psychology.

This award is given to individuals who have made sustained and enduring contributions to international cooperation and the advancement of knowledge in psychology. The 2023 recipient of the APA Award for Distinguished Contributions to the International Advancement of Psychology was selected by the Board of Directors as recommended by the 2022 Committee on International Relations in Psychology. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Entrepreneurs' visibility, media attention and corporate climate risk disclosure – based on Chinese listed companies

PurposeAs China's economy begins to transform into a high-quality development, and under the national “carbon peak and carbon neutral” target, all sectors of society and industries need to transform to green development to varying degrees, coupled with the catalyst of epidemics and other factors, new development requirements are put forward for enterprises to better fulfill their climate risk disclosure behaviors. Thus, it is clear that improving corporate climate risk disclosure is of far-reaching significance to both countries and enterprises.Design/methodology/approachThis study incorporates management science, psychology and other related knowledge fields, based on stakeholder theory and media dependency theory, and aims to improve the level of corporate compliance with climate risk disclosure, suggesting the influence of entrepreneurs' visibility on corporate climate risk disclosure; on this basis, the role of entrepreneurs' visibility and media attention on corporate climate risk disclosure is verified through an empirical model; finally, targeted and effective response strategies are proposed to improve corporate climate risk disclosure, set reasonable media attention and increase the effectiveness of entrepreneurs' visibility.FindingsThis paper establishes a multiple regression model using A-share listed companies in China from 2016 to 2022 as the research sample, verifies the intrinsic association between entrepreneurial visibility and corporate climate risk climate disclosure through empirical analysis, and further examines the mediating role of media attention in the relationship between the two. The results show that entrepreneurs' visibility is positively related to the level of corporate climate risk disclosure, with media attention playing a part in mediating the relationship between the two. Increasing entrepreneurs' visibility is conducive to increasing the level of corporate climate risk disclosure. Therefore, it contributes to the dual incentive effect of reputation and compensation.Originality/valueThis study incorporates management science, psychology and other related knowledge fields, based on stakeholder theory and media dependency theory, and aims to improve the level of corporate compliance with climate risk disclosure, suggesting the influence of entrepreneurs' visibility on corporate climate risk disclosure; on this basis, the role of entrepreneurs' visibility and media attention on corporate climate risk disclosure is verified through an empirical model; finally, targeted and effective response strategies are proposed to improve corporate climate risk disclosure, set reasonable media attention and increase the effectiveness of entrepreneurs' visibility.

A versatile interaction framework for robot programming based on hand gestures and poses

This paper proposes a framework for industrial and collaborative robot programming based on the integration of hand gestures and poses. The framework allows operators to control the robot via both End-Effector (EE) and joint movements and to transfer compound shapes accurately to the robot. Seventeen hand gestures, which cover the position and orientation controls of the robotic EE and other auxiliary operations, are designed according to cognitive psychology. Gestures are classified by a deep neural network, which is pre-trained for two-hand pose estimation and fine-tuned on a custom dataset, achieving a test accuracy of 99%. The index finger’s pointing direction and the hand’s orientation are extracted via 3D hand pose estimation to indicate the robotic EE’s moving direction and orientation, respectively. The number of stretched fingers is detected via two-hand pose estimation to represent decimal digits for selecting robot joints and inputting numbers. Finally, we integrate these three manners seamlessly to form a programming framework. We conducted two interaction experiments. The reaction time of the proposed hand gestures in indicating randomly given instructions is significantly less than that of other gesture sets, such as American Sign Language (ASL). The accuracy of our method in compound shape reconstruction is much better than that of hand movement trajectory-based methods, and the operating time is comparable with that of teach pendants.

INDIVIDUAL STYLE OF PROFESSIONAL ACTIVITY OF FUTURE PSYCHOLOGISTS: ESSENCE AND WAYS OF FORMATION IN THE EDUCATIONAL PROCESS OF A HIGHER EDUCATION INSTITUTION

The article examines the problem of the individual style of professional activity of future psychologists. The purpose of the article is to substantiate the essence, the component composition of the individual style of professional activity of future psychologists, the ways of its formation in terms of the educational environment of a higher education institution. It has been shown that an individual style is a factor of professional success, and therefore the specificity of its formation depends on the type of professional activity. The stages of formation of an individual style of activity have been specified. It covers, firstly, the development of professional activity with already worked out schemes and procedures, and secondly, the deviation from normatively approved work samples. The individual style of professional activity of future psychologists is presented as an integral personal formation that determines the individual strategy and tactics of organizing psychological activity and ensures productivity and optimal solution of professional tasks. The components of the individual style of professional activity of future psychologists have been defined. The content of the individual style of future psychologists’ professional activity includes motivational-value (a system of motives, and value attitudes); cognitive (a set of knowledge about the essence and structure of the individual style of professional activity of future psychologists, ways of its formation); personal-active (methods, techniques, procedures, productive technologies, and tools of implementing psychological knowledge in work by specialities); reflective-evaluative components (an ability to professional and personal reflective). It has been emphasized that the individual style of professional activity is not formed by itself, but requires painstaking and systematic work on oneself, performing the function of adaptation to the requirements of professional activity and is a system of individually unique methods that ensure successful performance of the work of a practical psychologist. The methodological aspects of the formation of the individual style of professional activity of future psychologists have been identified. It is a set of systemic, functional, synergistic, axiological, and personally oriented approaches. It has been substantiated that the formation of the individual style of professional activity of future psychologists requires the modelling of the content of each educational component of the educational program in the specialty 053 Psychology according to the logic of the tasks of future professional activity; the use of practically oriented learning technologies (dialogic-discussion, game, training, project, and case ones, as well as training, exercises, web quests, webinars, workshops, etc.). Emphasis is placed on the need to involve students in various practical activities for the implementation of professional initiatives in cooperation with partners of higher education institutions and employers. An interesting experience of acquiring personal professional experience by future psychologists through involvement in end-to-end practice, in particular the practice of the “Supervision Studio”, has been revealed. The prospect of further research is found in the study of the problems of organizing the self-educational activities of future psychologists for the development of the individual style of professional activity.

Award for Distinguished Professional Contributions to Applied Research.

This award is given to a psychologist whose research has led to important discoveries or developments in the field of applied psychology. To be eligible, this research should have led to innovative applications in an area of psychological practice, including but not limited to assessment, consultation, instruction, or intervention (either direct or indirect). Research involving the original development of procedures, methodologies, or technical skills that significantly improve the application of psychological knowledge and provide direct and immediate solutions to practical problem areas will be considered, as will research that has informed psychologists on how better to observe, define, predict, or control behavior. Original integration of existing theories or knowledge is also eligible for consideration. In previous years, this award was called the Award for Distinguished Professional Contributions to Knowledge. The name was changed in 2003 to better describe this award. The 2023 recipients of the APA Professional Contributions Awards were selected by the 2022 Board of Professional Affairs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

FAKTOR-FAKTOR YANG MEMPENGARUHI PERILAKU MEROKOK PADA REMAJA USIA 15-19 TAHUN DI KUTA SELATAN

Adolescence is a period of change in emotional, physical, interests and behavior patterns. Teenagers begin to leave childish attitudes and behavior and begin to show the ability to behave maturely. This smoking behavior can cause various negative impacts on adolescents both in terms of health, economics, social and psychological. This study aims to analysis what factors cause adolescents to smoke. The method used in this research is exploratory factor analysis. Based on the results of factor analysis, four factors were obtained that influenced smoking behavior among adolescents in South Kuta, namely psychological factors, advertising factors, knowledge factors, and family environment factors. These four factors are able to explain the factors that influence smoking behavior in adolescents in South Kuta by 64.667%.

Stepping into a Preclinical Course as a Clinical Guest Lecturer

Medical schools often rely on clinicians to provide guest lectures in foundational science courses. These guest lecturers may teach only once or sporadically in the undergraduate curriculum, which brings about several challenges that can impact their effectiveness. This guide, drawn from evidence-based teaching principles, medical student feedback, the authors’ training in educational and cognitive psychology, and experience as a clinical teacher, is designed to support clinical guest lecturers in meeting the educational standards and expectations for teaching in the preclinical setting as well as give insight into the needs of foundational science course directors and students.