Cognitive Experience Research Articles

Interpretive field geomorphology as cognitive, social, embodied and affective epistemic practice

AbstractThis article examines the epistemic practices of interpretive field geomorphology—that is, the in‐the‐moment act of “seeing the landscape” geomorphologically. Drawing on the philosophical works of Wittgenstein and Merleau‐Ponty, it aims to bring to light the complex, multi‐dimensional, knowledge‐producing process of field observation and interpretation. Methodologically the study is based on geomorphologists' accounts of their fieldwork, gathered through questionnaire and interviews. By paying attention to what geomorphologists say they are doing in the field, interpretive field geomorphology is articulated as a combined cognitive, social, embodied, and affective experience through which understanding is arrived at. The paper thus sheds light on one part of what Brierley et al. call “the dark art” of geomorphological interpretation, and draws out implications in terms of researcher positionality, researcher training, and offering an epistemic justification for field‐based pedagogies.

How does language affect spatial attention? Deconstructing the prime-target relationship.

It is still unclear how spatially associated concepts (e.g., directional expressions, object names, metaphors) shape our cognitive experience. Here, two experiments (N = 156) investigated the mechanisms by which words with either explicit or implicit spatial meaning induce spatial attention shifts. Participants performed a visual target-discrimination task according to response rules that required different degrees of prime and target processing depth. For explicit prime words, we found spatial congruency effects independent of processing depth, while implicit prime words generated congruency effects only when participants had to compute the congruency relationship. These results were robust across different prime-target intervals and imply that spatial connotations alone do not automatically activate spatial attention shifts. Instead, explicit semantic analysis is a prerequisite for conceptual cueing.

The collective classroom “we”: The role of students’ sense of belonging on their affective, cognitive, and discourse experiences of online and face-to-face discussions

This study examined how graduate students’ sense of belonging reflected their cognitive and affective experiences and their discursive engagement in three classroom discussion environments: face-to-face, and synchronous and asynchronous computer-mediated discussions. Self-report surveys at mid-semester identified higher and lower belongingness students. Mid-semester and end-of-semester ratings allowed exploration of cognitive/affective factors. Online discussion transcripts were analyzed to determine how higher-belonging and lower-belonging students used the pronoun We, with codings ranging from close (immediate) to more distant connections (far generic). Findings were that higher-belonging students reported higher levels of enjoyment, usefulness, and involvement. Lower-belonging students expressed sensitivities to peer judgment. As for their discourse, higher-belonging students posted more We instances than lower-belonging students in both online discussion formats. In synchronous discussions, higher-belonging students used more immediate We pronouns, whereas lower-belonging students used more far generic We. Understanding students’ experiences may aid educators in designing classroom discussion that supports learning and social-emotional well-being.

Enhancing management education: How do experiences outside the classroom matter?

We use principles of participatory action research (PAR) to investigate differences in learning by business students resulting from an experiential course in their curriculum. Our research is framed by Fink's (2013) learning framework classifying student learning into cognitive and behavioural dimensions. As part of PAR, the students participated in this type of action learning through engaging with a community, reflecting on their experiences and participating in the research process. Through a content analysis that explores student learning reflections through the lens of Fink's taxonomy, we explore learning that is linked to the development of humanistic management. We compare how course delivery methods impact the learning of the students and how this difference is manifested along the human dimension. We find that a field-based experiential learning course provides a different learning experience, richer in the humanistic perspective than a traditional on-campus lecture. As part of the PAR, students reflected on their significant learning experiences a year after their initial experiences and demonstrated learning along the human dimension that had lasted and influenced their career decisions. We contribute to the literature on experiential learning in the context of a business curriculum by expanding the importance of place-based learning as a way of learning humanistic principles. We find that over time, students reflect more on behavioural rather than cognitive experiences.

A patterns perspective of customers’ brand experiences with robotics in hospitality

ABSTRACT This study presents a framework that captures the patterns amongst the four different dimensions of customers’ brand experiences with robotics by connecting tourism and hospitality research with the humanities literature on micro-stories. By analyzing narratives on an emerging social platform, the study shows that behavioral and cognitive experiences could elicit affective experiences that act as an interface before sensory experiences. The framework presented in this study provides implications into how the different dimensions of brand experiences could influence the marketing strategies of hotels with robotics.

Seeing microplastic clouds: Using ecomedia literacy for digital technology in environmental education

Connecting environmental and digital media education with the guiding metaphor of water, this article explores ecomedia literacy, a methodology that prompts students to perform a holistic analysis and systems thinking of gadgets using four zones of inquiry: ecoculture, political ecology, ecomateriality, and lifeworld. Ecoculture involves studying the discourses, symbols, and stories associated with gadgets. Political ecology relates to the ideological aspects of gadgets and how their production chain is facilitated by social structures. Materiality corresponds with how the gadget is made and what materials it’s composed of. Lifeworld is the phenomenological experience of the gadget and how it impacts sensory, cognitive, and emotional experience. This article reflects on student research performed utilizing ecomedia literacy and the insights they generated about the environmental impacts of their personal gadgets.

Brand Experience and Customer Loyalty in Dentistry: The Role of Perceived Brand Authenticity.

This study investigates the impact of brand experience (BE) on customer loyalty (CL) and examines the possible mediating effect of brand authenticity (BA) and the moderating effect of frequency of visits on the original relationship between BE and CL in dental practices. A descriptive, deductive, and quantitative research methodology was applied, with a self-administrated survey questionnaire over a cross-sectional convenience sample from dental clinics and centers in Erbil, Sulaymaniyah, and Duhok (Iraqi Kurdistan). Data were collected in July and August 2022. SPSS AMOS 26 was used for analyzing 952 patients' responses. The results indicate that BE has a statistically significant positive effect on CL. However, only affective experiences, cognitive experiences, and behavioral experiences have a statistically positive effect on CL. BA has a significant direct mediation effect on the original relationship between BE and CL. In addition, a greater frequency of dental visits improves the BE and impacts CL. Discussion, recommendations, and future research orientation are provided.

A Study on Experiential Learning Model of Tourism Management in Higher Education in China: A Case Study of Chongqing Normal University

The Coronavirus disease 2019 (COVID-19) outbreak has brought a great impact on the whole tourism industry and thus has profoundly affected the market demand for tourism talents. In order to cope with the changing market environment and to solve the problem of misalignment between the real supply and demand of tourism talents, structural reform of tourism education in China is urgently needed. Tourism management is a practical and application-oriented major, which is closely integrated with the tourism industry and society, and practical teaching is an important part of it, and cognitive experience activities are an important practical teaching part of this major. In this paper, taking the tourism management major of Chongqing Normal University as an example, through analyzing the current market demand characteristics of tourism talent and the dilemma of tourism talents cultivation in colleges and universities, experiential learning was introduced in the practical teaching and the OTCPE cognitive experience model was constructed. The model is designed to solve the problem of disconnection between tourism talent training and market demand. The practical results of this model prove that it has a very good promotion effect on students’ professional ability, practical ability, learning effect, and learning initiative.

“Like a Magician Who Tricks the Eyes”: Demonism, Epistemological Uncertainty, and Religious Heterodoxy in Seventeenth-Century Ukraine

This paper situates early modern Ukrainian demonological discourse within the framework of the major religious, cultural, and political disruption that affected Ukraine between 1596 and 1686. I will argue that the confessional struggles that followed the Union of Brest, the period of civil war known as “The Ruin,” and the eschatological expectations of the year 1666 contributed to a perception of increased diabolic activity but also to the problem of recognizing the possible discrepancies between reality and non-reality. How could one distinguish true visions from illusory phenomena, if the devil could enter the mind through “bad thoughts” and threaten the stability of one's cognitive experience? Furthermore, if there was more than one church, how could one distinguish between true and false doctrine? These questions, in turn, prompted early modern Ukrainian Orthodox intellectuals to question the role and reliability of sensory perception and human cognition, with issues of epistemology and deception becoming increasingly entangled with confessional polemics and religious dispute.

Predicting grade school scientific literacy from aspects of the early home science environment.

Fostering scientific literacy has become an increasingly salient goal as evidence accumulates regarding the early emergence of foundational skills and knowledge in this domain, as well as their relation to long-term success and engagement. Despite the potential that the home context has for nurturing early scientific literacy, research specifying its role has been limited. In this longitudinal study, we examined associations between children's early science-related experiences at home and their subsequent scientific literacy. Following on our previous work, we specifically considered parent causal-explanatory talk, as well as the degree to which parents facilitate access to science-related materials and experiences. A group of 153 children from diverse backgrounds were evaluated across 5 annual waves of data collection from preschool entry (M age = 3.41) through first grade (M age = 7.92). Results demonstrate that parent invitations for children to explain causal phenomena had strong concurrent relations to scientific literacy but showed little relation to subsequent literacy. In contrast, the broader home science environment at preschool entry, particularly in the form of exposure to science-related activities, predicted scientific literacy over the next 4 years. The directionality and specificity of these relations were clarified through the inclusion of measures of cognitive and broader home experiences as controls in regression analyses. Overall, our investigation revealed that exposure to science-related input provided by parents has particularly powerful potential for shaping scientific literacy when children are very young. Implications for parent-focused interventions that promote science literacy are discussed.

Research on VR Immersive Instructional Design for Art Design Major—Taking Foundations of Design Composition Course as an Example

This paper explores using Virtual Reality (VR) in instructional design to enhance the Foundations of Design Composition course in art design. It examines the course's significance and identifies limitations of traditional teaching methods, such as a singular cognitive approach, limited curriculum presentation, lack of interactivity, absence of personalized instruction, and difficulties with abstract concepts. Implementing immersive VR teaching addresses these limitations, improving cognitive instruction, curriculum presentation, interactive experiences, personalized instruction, and comprehension of abstract concepts. A survey demonstrates the feasibility of VR immersive teaching. Practical applications include creating panoramic VR teaching experiences, virtual spaces for engagement, and comprehensive teaching resources. This study enhances art design programs and promotes educational innovation.

Cognitive approach experience to the metaphor analysis (on the basis of the navy language)

Metaphorization in the naval LSP (Language for specific purposes) is studied in the cognitive linguistics context. The text understanding process is closely related to the phenomenon of mental situation image. In this case, the linguistic interpreting function reflects not only psychological features of the information perception, but also socio-cultural knowledge. The purpose of the article is to analyze some metaphors in the naval domain, to establish the relationship between linguistic and extralinguistic factors, to focus some regularities of nomination when constructing logical or metaphorical connections between different conceptual and thematic areas and their elements. The process of interaction between knowledge structures of two conceptual domains - sphere «source» and sphere «target» is considered. Procedure and methods. The study applied the methods of discursive and semantic analysis. When naming a new object, a person usually has associations with familiar things. That is why the metaphorical nomination sources in the naval discourse are body parts and animal names which describe humans from different perspectives. For example, "pigeon", "birds", "bilge rat". The origin of "the eyes of the ship" metaphor is explained. The results of the study show that the metaphors in the LSP of navy are formed according to the most regular models of semantic transfers. In metaphorical formations the national specificity is obvious, so the national language characteristics in the highly professional naval sphere are identified. The research results contribute to the further LSP cognitive study. The theoretical foundations of the naval discourse formation mechanisms are stated. The relationship between the naval language functioning and the specific features of the domain are established.

MULTIVARIATE STATISTICAL ANALYSIS OF WINE FESTIVAL VISITOR EXPERIENCE

MULTIVARIATE STATISTICAL ANALYSIS OF WINE FESTIVAL VISITOR EXPERIENCE

Opinion on the broadcasting and hosting business

On the basis of the courses such as "Broadcasting and Host Voice" and "Foundation of Broadcasting and Host Creation", the course of "Broadcasting and hosting Business" (hereinafter referred to as "Business") is the integration and advancement of the previous basic stage of learning, and also the consolidation of the previous learning achievements and the effective correction and improvement of professional deficiencies. The class is divided into two sections which is the news broadcast and the program host. From these two dimensions, this paper will discuss in detail the enlightenment in theoretical cognition, practical methods and personal learning experience.

Supplemental Material for Cognitive Aging and Experience of Playing a Musical Instrument

Supplemental Material for Cognitive Aging and Experience of Playing a Musical Instrument

Medical Student Experiential Learning in Telesimulation.

Telesimulation utilizes telecommunication technology to engage learners in simulation while in different physical locations. Despite this potential advantage, understanding of the student experience and assessment of student learning in telesimulation activities is limited. This study evaluates medical student emotional experience and self-identified learning in telesimulation through the Kolb experiential learning framework and qualitative analysis. Fourth-year medical students enrolled in the Spencer Fox Eccles School of Medicine at the University of Utah participated in 3 telesimulation activities as part of a required internal medicine course. Students were surveyed regarding their satisfaction with the activity (N = 114) and responded to questions about their emotional experience and self-identified areas of learning. Free-text responses were analyzed using qualitative content analysis to identify themes until thematic saturation (N = 66). Students were highly satisfied with telesimulation, with greater than 90% of students expressing a positive view of simulation realism, debrief quality, and group size. Themes of anxiety and uncertainty, confidence versus incompetence, team dynamics, fun, and difficult patient interaction were identified regarding the emotional experience. Themes of communication and teamwork, managing emotions, information gathering, differential diagnosis, resource reference, executing treatment, and medical knowledge were identified regarding student-identified learning. In this analysis of medical student experiences with telesimulation, we found students have rich emotional, cognitive, and behavioral experiences and self-identify learning across a variety of domains. Our findings support further study of telesimulation for medical student learning and demonstrate how assessment of outcomes via Kolb framework, using the learner's reflective observation and self-identified learning, may help better define learning outcomes from simulation.

ОПЫТ НАРРАТИВНОГО ПОДХОДА В ЗАРУБЕЖНОЙ ОБРАЗОВАТЕЛЬНОЙ ПРАКТИКЕ

Achieving educational goals to improve the quality of education is increasingly associated with a narrative approach. Personally oriented education focuses on the development of a creative, thinking, self-developing personality. The organization of the educational process is associated with the introduction of narrative practices to activate the position of the student, reflection of his own and acquired experience of cognition of being. The organic nature of learning through narrative is associated with the natural ability and need of a person to structure his experience and realize himself in society in a plot-related narrative. Didactic material has been used for many centuries to accumulate and transfer knowledge and form the necessary personality traits. In order to systematize and identify promising areas for using the narrative approach in the educational process, a theoretical analysis and generalization of scientific literature was carried out. The hermeneutic method contributed to the understanding of the polyvariance of narrative practices, the need to correlate them with the educational situation and educational goals. Perceiving the world through the prism of the mediator’s contemplation, students are influenced by the personal attitudes of the teacher to accompany the student in the educational environment. The creation of a favorable variable environment depends on the narratives used by the tutor as a means of presentation. Decision-making is influenced by the personal experience of students, which appeals to the narrative, regardless of whether it will be voiced in the classroom or will remain only in the mental consciousness without being embodied in a verbal form. Applying narrative practices in the learning process, the future specialist reaches the level of reflection on the range of professional knowledge. The narrative approach in teaching an academic discipline contributes to the formation of the personality of a competent specialist who is able to apply knowledge outside the education system and promotes self-improvement.

The effectiveness of a suggested indicative program to measure cognitive experiences towards the importance of intermittent fasting diet and its impact on endemic diseases in Najran region

The effectiveness of a suggested indicative program to measure cognitive experiences towards the importance of intermittent fasting diet and its impact on endemic diseases in Najran region

B.F. Lomov in Modern Interdisciplinary Research

A number of examples of the development of B.F. Lomov’ ideas in research related to the most popular areas of psychological science and practice are presented. It is shown that many of the ideas are in the general trend of modern works. In particular, the integrative approach, built on the systems idea provides answers to many questions of the integration of qualitative and quantitative methods, which are now being discussed intensively in connection with the practical problems of organizing interdisciplinary research. Meanwhile, the development of the idea of system integration of different approaches and methods ensured the creation of a toolkit developed in detail and tested in many academic and applied research. The cognitive-communicative approach, the impetus for the development of which was the ideas of B.F. Lomov on the relationship between cognition and communication, found its embodiment in the development of the problem of joint activity and formed the basis for the implementation of numerous projects related, in particular, to the management of big technical systems and the procuring of scientific and organizational activities, including the creation of new information and communication technologies. The activity design paradigm continues to be in demand for the problems of interaction between man and modern technology and for solving issues of mismatch between the goals of developing new technologies and their use. Particularly relevant are the claims of the anthropocentric approach that any technology, including artificial intelligence, is a means of achieving the goals set by man. Modern research carried out in the activity design paradigm confirms the fruitfulness of this paradigm for progress in the field of creating promising technologies. These studies received a new perspective of their development in connection with the tasks of preserving and transferring cognitive experience in solving the problems of capitalization of knowledge and the preservation of human capital. By analogy with “activity design”, these tasks are interpreted as “designing the perceived quality” of experience.

The effects of taekwondo practice on physical and cognitive variables in children and adolescents: a systematic review

Taekwondo can develop social responses, beliefs, values, attitudes, and cognitive experiences due to its characteristics and the diversity of frequency, intensity, time, and type of application. This can facilitate the achievement of results related to physical health and cognition in individuals in the formation phases. Thus, this study aimed to analyze the effects of taekwondo practice on physical and cognitive variables in children and adolescents. This systematic review followed the PRISMA recommendations and was registered in PROSPERO (CRD42021293609). The search was performed in the MEDLINE (via PubMed), Scopus, SPORTDiscus, and Web of Science databases. The search terms were related to the theme taekwondo, school, and students with the keywords grouped in a single Boolean phrase: “taekwondo AND school” OR “taekwondo AND students”. Studies that analyzed the effects of taekwondo on health-related variables in children and adolescents of both sexes were included. The risk of bias in experimental and quasi-experimental studies was analyzed using the Cochrane Collaboration tool and the Risk Of Bias In Non-randomized Studies - of Interventions (ROBINS-I) tool, respectively. After using the selection criteria, 8 studies were included. Study interventions consisted of a minimum of 8 weeks and a maximum of 72 weeks. There was a total of 402 participants aged between 6 and 16 years, of which 75% were male. The protocols demonstrated improvement in cognitive performance, strength, flexibility, and balance after taekwondo intervention. We concluded that the practice of taekwondo was able to bring positive responses to physical and cognitive performance in children and adolescents.