Internal Cognitive Processes Research Articles

Expl(Ai)Ned: The Impact of Explainable Artificial Intelligence on Cognitive Processes

This paper explores the interplay of feature-based explainable AI (XAI) techniques, information processing, and human beliefs. Using a novel experimental protocol, we study the impact of providing users with explanations about how an AI system weighs inputted information to produce individual predictions (LIME) on users' weighting of information and beliefs about the task-relevance of information. On the one hand, we find that feature-based explanations cause users to alter their mental weighting of available information according to observed explanations. On the other hand, explanations lead to asymmetric belief adjustments that we interpret as a manifestation of the confirmation bias. Trust in the prediction accuracy plays an important moderating role for XAI-enabled belief adjustments. Our results show that feature-based XAI does not only superficially influence decisions but really change internal cognitive processes, bearing the potential to manipulate human beliefs and reinforce stereotypes. Hence, the current regulatory efforts that aim at enhancing algorithmic transparency may benefit from going hand in hand with measures ensuring the exclusion of sensitive personal information in XAI systems. Overall, our findings put assertions that XAI is the silver bullet solving all of AI systems' (black box) problems into perspective.

An-Naẓariyyah Al-Ma’rifiyyah Wa Istikhdāmuhā Fī Ta’līmi Al-Lugah

Cognitive theory is the main stream that makes learning and teaching closer to the realities of human learning, because cognitive theory takes into account the characteristics of learners and the factors that influence learning and the process. Cognitive theory aims to answer the basics that help students prepare and processing information so that this information is relevant which means for them become independent in their learning. This cognitive theory is based on attention to internal cognitive process, namely: attention, perception, acceptance, processing, and information processing. And the applicaton of this cognitive theory in language learning is possible in learning material, learning methods, learning media, teaching methods and so on. In this article the writer shows the application of this cognitive theory in the design of subject in speech skill. 

Development of the default-mode network during childhood and adolescence: A longitudinal resting-state fMRI study

The default-mode network (DMN) is a set of functionally connected regions that play crucial roles in internal cognitive processing. Previous resting-state fMRI studies have demonstrated that the intrinsic functional organization of the DMN undergoes remarkable reconfigurations during childhood and adolescence. However, these studies have mainly focused on cross-sectional designs with small sample sizes, limiting the consistency and interpretations of the findings. Here, we used a large sample of longitudinal resting-state fMRI data comprising 305 typically developing children (6–12 years of age at baseline, 491 scans in total) and graph theoretical approaches to delineate the developmental trajectories of the functional architecture of the DMN. For each child, the DMN was constructed according to a prior parcellation with 32 brain nodes. We showed that the overall connectivity increased in strength from childhood to adolescence and became spatially similar to that in the young adult group (N = 61, 18–28 years of age). These increases were primarily located in the midline structures. Global and local network efficiency in the DMN also increased with age, indicating an enhanced capability in parallel information communication within the brain system. Based on the divergent developmental rates of nodal centrality, we identified three subclusters within the DMN, with the fastest rates in the cluster mainly comprising the anterior medial prefrontal cortex and posterior cingulate cortex. Together, our findings highlight the developmental patterns of the functional architecture in the DMN from childhood to adolescence, which has implications for the understanding of network mechanisms underlying the cognitive development of individuals.

Green brand communication, brand prominence and self–brand connection

PurposeThis study aims to empirically investigate how green transparency and green competence enhancement can promote consumer behavioral outcomes (i.e. green brand loyalty and resistance to negative information regarding green brands) through green brand attachment (i.e., self–green brand connection and green brand prominence). It further explores these hypothesized relationships across brands of physical products and services.Design/methodology/approachData were collected using an online survey from 826 Chinese consumers. Structural equation modeling is used to test the proposed conceptual model.FindingsOur results demonstrate that green transparency and green competence enhancement positively affect consumer green brand attachment (i.e. self–green brand connection and green brand prominence) which subsequently influence consumers’ loyalty toward green brands and their resistance to negative information. Finally, the development of green brand attachment across brands of products and services is found to be different.Research limitations/implicationsExtending the conceptual model to other cultural contexts is suggested. Using the experimental design to examine other boundary conditions is recommended.Practical implicationsThis study provides recommendations for marketers, especially brand managers, to facilitate green brand communications to strengthen consumer–brand relationships.Originality/valueThis study extends past research by examining two types of green brand attachment via a cognitive schema lens. Also, it shows the internal cognitive process by which green brand communications potentially promote consumer behavioral outcomes through green brand attachment. Lastly, it highlights differences in the development of green brand loyalty and consumer resistance to negative information across brands of products and services.

Between What Is and What Is Possible: Theorizing the Role of Institutional Interstitiality in State-Led School Turnaround

ABSTRACT State-led school turnaround in the United States has raised important questions about state efficacy and capacity for school improvement and institutional change. State intervention conventionally relies on compliance-driven coercive pressure drawing on the regulative underpinnings of institutions. State technical assistance for turnaround is an opportunity to examine how microlevel interactions between state- and site-level staff draw on the normative and cognitive underpinnings of institutions to help create conditions for change. Sensemaking research suggests that site-level staff cognition is important for change. Yet less is known about the internal cognitive process through which sensemaking unfolds, especially when existing cognition is conditioned by the institutional status quo and when competing cognitions are instantiated by those outside of local institutional contexts. This conceptual essay proposes a theory arguing that change is more likely when local actors experience accumulating moments of institutional interstitiality precipitated by forms of institutional work that undermine existing beliefs and assumptions. Implications for future academic and action-oriented research are discussed.

Structuring of the disciplines «Engineering ecology» and «Safety of the Life» as a means of improving the quality of their learning

The article is devoted to the peculiarities of organizing the teaching of general training disciplines ("Engineering Ecology," "Safety of the Life" etc.) in the absence of full practice. In such cases, it is proposed to build training on the basis of accounting for the structural properties of the educational material in both lectures and self-work assignments. This is due to the fact that our internal cognitive process is built systemically and at the initial (unfinished) stage of learning is able to provide perception only of structurally represented patterns. A huge set of nuances of their parametric saturation, which "stacked" in the general canvas of the studied material only at its detailed examination, without appropriate practice to assimilate quite difficult. Overcoming this difficulty is associated with the constant presence in the broadcast material of a clearly expressed structural and logical basis. This applies both to the study of theory, and to the formation of tasks (e.g., abstract topics) with obligatory reflection in the last identified structural scheme in the material used. The systemic patterns of the formation of individual perception in its development and stages of formation of representations are shown. Examples of structural schemes used in the presentation of educational material are presented, clearly simplifying its perception and increasing the level of assimilation, for example, by the regularities of the organization and functioning of ecosystems, on the schemes of electricity supply and protection of premises with a system of TN-S with single-phase and three-phase inputs. This approach also allows us to visualize the patterns of coordination between the characteristics of electrically protective devices.

Developmental origins of cognitive offloading: The development of cognitive offloading

Many animals manipulate their environments in ways that appear to augment cognitive processing. Adult humans show remarkable flexibility in this domain, typically relying on internal cognitive processing when adequate but turning to external support in situations of high internal demand. We use calendars, calculators, navigational aids and other external means to compensate for our natural cognitive shortcomings and achieve otherwise unattainable feats of intelligence. As yet, however, the developmental origins of this fundamental capacity for cognitive offloading remain largely unknown. In two studies, children aged 4-11 years (n = 258) were given an opportunity to manually rotate a turntable to eliminate the internal demands of mental rotation - to solve the problem in the world rather than in their heads. In study 1, even the youngest children showed a linear relationship between mental rotation demand and likelihood of using the external strategy, paralleling the classic relationship between angle of mental rotation and reaction time. In study 2, children were introduced to a version of the task where manually rotating inverted stimuli was sometimes beneficial to performance and other times redundant. With increasing age, children were significantly more likely to manually rotate the turntable only when it would benefit them. These results show how humans gradually calibrate their cognitive offloading strategies throughout childhood and thereby uncover the developmental origins of this central facet of intelligence.

Developmental origins of cognitive offloading.

Many animals manipulate their environments in ways that appear to augment cognitive processing. Adult humans show remarkable flexibility in this domain, typically relying on internal cognitive processing when adequate but turning to external support in situations of high internal demand. We use calendars, calculators, navigational aids and other external means to compensate for our natural cognitive shortcomings and achieve otherwise unattainable feats of intelligence. As yet, however, the developmental origins of this fundamental capacity for cognitive offloading remain largely unknown. In two studies, children aged 4-11 years (n = 258) were given an opportunity to manually rotate a turntable to eliminate the internal demands of mental rotation--to solve the problem in the world rather than in their heads. In study 1, even the youngest children showed a linear relationship between mental rotation demand and likelihood of using the external strategy, paralleling the classic relationship between angle of mental rotation and reaction time. In study 2, children were introduced to a version of the task where manually rotating inverted stimuli was sometimes beneficial to performance and other times redundant. With increasing age, children were significantly more likely to manually rotate the turntable only when it would benefit them. These results show how humans gradually calibrate their cognitive offloading strategies throughout childhood and thereby uncover the developmental origins of this central facet of intelligence.

Individual, project and organizational learning flows within a global project-based organization: exploring what, how and who

Project learning is a function of individuals’ internal cognitive processes, interpretation and integration of learning at the team and project level, and the organization's ability to institutionalize learning into practices. However, understanding of how learning unfolds between these levels remains limited. Using a single in-depth case study, this paper reports on how learning occurs between levels in a global project-based organization (PBO). Six bridging mechanisms are identified: (1) networks, (2) organizational initiatives, (3) power and politics, (4) coaching and mentoring, (5) culture of empowerment, and (6) temporality. The temporal nature of the projects paired with the global context offers the opportunity for a stable workforce to be deployed across geographical regions to form formal and informal networks that offer a parallel organizational structure for multilevel learning. Project managers (PMs), senior leaders and the project management office (PMO) engage differently in the learning process, depending on their degree of connectivity and power within the global organization.

Translation, echoes of the mind or a very deliberate act?: Analysing translation manipulation through the lens of psychology

ABSTRACT Historically translation has been an essential force in the casting of socially dominant ideologies and the narratives they spawn. However, the cultural turn in translation studies unearthed the manner translation can be exploited by ideological forces, and thus illustrated its manipulative capability. Drawing from previous works, this article presents various instances of translation manipulation, but to account for these the focus is shifted from external ideological power to the internal cognitive process. This involves presenting findings from a translation comprehension experiment and a discussion on the ambiguity of language and how it is alleviated through the reliance of subjective beliefs. Accordingly, theories from psychology such as schema theory and gestalt theory, are employed to explore the interaction between beliefs, cognition and translation. From this discussion a hypothesis is synthesised that asserts there is a component of the cognitive process, the ‘cognitive loop’, that habitually exploits the ambiguity of language to produce meanings that cohere with existing beliefs. Within this paradigm it is argued that in addition to external forces such as ideological power, facets of the cognitive process should also be considered when accounting for what appears to be the ideological manipulation of translation.

Interface and interaction design: How mobile touch devices foster cognitive offloading

A central feature of modern technologies such as smartphones or tablets is that they allow for the externalization of working memory processes (i.e. cognitive offloading). Such externalizations enable their users to perform beyond the limitations of internal cognitive processing. In this experimental study (N = 172), we investigated two determinants of participants' decision to offload working memory processes when using mobile devices. These determinants, interface design (i.e. responsivity in terms of temporal delay) and interaction design (touch-based vs. mouse-based control) of the involved mobile devices altered offloading behavior in a Pattern Copy Task. We observed that participants performing the task with a highly responsive device (i.e. no delay when accessing relevant information) offloaded more working memory processes than participants handling the same device at a lower responsivity (i.e. temporal delay). Further, participants using the device's touch function also offloaded more working memory processes than participants using a computer mouse. These findings were further supported by subjective measures about the easiness, naturalness, and intuitivity when using the device. Thus, our study showed that both interface and interaction design influence metacognitive evaluations of the use of mobile devices and offloading behavior.

Parenting styles and metacognitions as predictors of cannabis use

Metacognitions, the beliefs held about internal mental processes and the strategies aimed at controlling such processes, are known to play a significant role in the development and maintenance of addictive behaviours. Specifically, lack of cognitive confidence and beliefs about the need to control thoughts have been implicated across addictive behaviours. No research to date, though, has explored the role of metacognitions in cannabis use. Research has also shown that an authoritarian parenting style (where a parent uncompromisingly enforces their own ideas regardless of the will of the child) may be correlated with addictive behaviours. However very limited research has investigated the role of parenting styles in cannabis use. In the current study we aimed to investigate the relative contribution of parenting styles and metacognitions to cannabis use. A sample of 85 participants completed a series of online questionnaires, measuring negative affect, parenting styles, metacognitions and cannabis use. Spearman correlations indicated that cannabis use was positively correlated with each of the metacognitions and both permissive and authoritarian parenting styles. Regression analyses demonstrated that a combination of the physically coercive aspects of the authoritarian parental style and lack of cognitive confidence predicted cannabis use when controlling for negative affect. The implications of the current findings are discussed.

In Pursuit of Careers in the Professoriate or Beyond the Professoriate: What Matters to Doctoral Students When Making a Career Choice?

Aim/Purpose: This qualitative study was conducted to illuminate the under-researched aspect of doctoral students’ career decision-making by examining their internal cognitive processes based on the Cognitive Information Processing (CIP) theory. Specifically, this study compared doctoral students’ career decision-making from two career groups, those pursuing the professoriate versus those pursuing careers beyond the professoriate. Background: Due to PhD workforce supply-demand imbalances in academic job markets and to a growing interest in careers outside academia around the world, an increasing number of doctoral recipients have pursued careers beyond the professoriate, which are considered non-traditional career paths in doctoral education. While a growing number of studies have investigated these changing trends, it remains limited to fully capture more introspective domains of the career choice processes. Given that the career decision-making experience is highly individualized, it is critical to explore doctorate students’ own narratives about career decision-making. Methodology: Individual structured interviews were conducted with 30 doctoral students from a public research-oriented university in the United States. Employing Directed Content Analysis, two researchers developed the initial coding categories based on the guiding theory, CIP theory, and deductively analyzed the data to identify emerging major themes. Contribution: Findings from the study highlight the core factors that influence doctoral students’ career choices across fields, which allows developing centralized career resources and support systems at the institutional level. Specifically, findings pointed to different approaches for doctoral students to (re-)assess their career choice while providing implications for institutions, academic departments, and individual stakeholders such as faculty advisor and doctoral students, to develop systematic career support in this changing academic job market. Findings: Data analysis uncovered three core factors impacting doctoral students’ career decision making, which are (1) roles of the first-hand experience in career confirmation/shift; (2) dissimilar career readiness status by group; and (3) impact of personal career values. Recommendations for Practitioners: Both institutions and academic departments could reassess the culture and value of career development and refine co-curricular activities to offer adequate professional development opportunities in doctoral training to develop career support systems aligned with students’ diversified career needs and interests. As time and first-hand experiences are identified as critical factors facilitating their career progress, doctoral students may want to proactively seek diverse opportunities to gain first-hand experience in and outside campus. Recommendation for Researchers: Researchers could continue similar research in other universities and countries where similar concerns exist. These studies would help fully clarify common influential factors on career choices of doctoral students across fields. Impact on Society: Considering the realities of doctoral students’ diversified career interests and career outcomes, institutes of higher education should make intentional efforts to broaden the definition of “successful” PhD career outcomes, which ultimately helps break the prevailing myth that doctoral students or recipients who pursue careers beyond the professoriate, called nontraditional or alternative career paths, are considered as failures or incompetent. Future Research: Future research should consider examining diverse doctoral student populations such as early-stage doctoral students to discover additional factors influencing their career decision-making. The authors also recommend cross-cultural studies in other countries where similar career concerns exist, such as the U.K. and the Netherlands, to develop a more comprehensive understanding of how doctoral students’ career decisions are made.

Social Technologies of Receiving New Information

The article is concerned with one of the urgent problems of conflict management, which often arises during the interrogation of a witness, victim, accused and suspect. To resolve such a conflict situation, it is necessary to use modern technologies based on the experience of social sciences, including medicine, psychology, etc.The problem of overcoming a conflict situation requires using technologies aimed to eliminate factors hindering investigative activities. Legal technologies of interrogation are as follows: 1) the preliminary form of conversation; 2) narrative method; 3) question-answer form; 4) the procedural processing of the evidence received. Legal and social technologies of investigative activities during interrogation aim to obtain new information relevant to the case. The specificity of legal investigative technologies is the use of traditional methods during interrogation. In modern conditions, much attention is paid to new social methods of searching for evidence and information. Modern social technologies include biorhythmology as a method of interrogation from the standpoint of physiology, the relationship of the person being interrogated with macro- and micro-changes of the surrounding world and the influence on internal mental processes. The role of interrogation technology based on hypnoreproduction also increases.

The situated function-behavior-structure co-design model

ABSTRACT This paper presents the situated Function-Behavior-Structure (sFBS) model of co-design, developed within the FBS ontology. In co-design, designers interact with their co-designers and with their own cognitive experiences. In this model, we describe a representation of the overall co-design activity, while preserving a fine-grained representation of each designer’s interactions with their co-designers and with their internal cognitive processes. The relevance and potential of our model are illustrated through multiple examples.

PROCESSOS DE ENSINO APRENDIZAGEM E AS PRÁTICAS PEDAGÓGICAS POR UMA EDUCAÇÃO PARA RELAÇÕES ÉTNICO-RACIAIS: OS SUJEITOS E SEUS CONTEXTOS

This article presents reflections on the teaching-learning process about pedagogical practices with ethnic-racial relations. Some theories about the learning processes work on the premise of internal cognitive processes of the individuals, as well as the interactions with the means of coexistence. From the observations of a pedagogical practice developed in the subject of Portuguese Language with the majority of black teenagers, we present how the internal cognitive processes and the interactions in the contexts of the individuals’ experiences developed sense and meaning for the presented content. The pedagogical practice named Simulated Jury on Social / Racial Quotas in Public Universities, aimed at developing learning about textual argumentative genres, as well as introducing concepts about race relations

The effect of plot explicit, educational explicit, and implicit inference information and coviewing on children's internal and external cognitive processing

ABSTRACTParental coviewing – the act of being present when a child is watching television – can influence the child’s cognitive processing and emotional reactions. This study investigated the role coviewing has on the child’s cognitive processing – which is evidenced by the phasic psychophysiological orienting response to three types of information: plot explicit, educational explicit, and implicit inference. An experiment was conducted that measured the heart rate of children (N = 88; mean age = 9.12 years) while watching messages either with or without a parent present in the room. It was predicted, and found, that coviewing leads to greater resource allocation to encoding the message – as indicated by phasic cardiac deceleration, and that information that required internal processing, such as plot explicit or implicit inferential content, leads to greater resources allocated to internal processing – as indicated by phasic cardiac acceleration. Implications for parental mediation strategies and educational television programming are given.

Retooling Computational Techniques for EEG-Based Neurocognitive Modeling of Children's Data, Validity and Prospects for Learning and Education.

This paper describes continuing research on the building of neurocognitive models of the internal mental and brain processes of children using a novel adapted combination of existing computational approaches and tools, and using electro-encephalographic (EEG) data to validate the models. The guiding working model which was pragmatically selected for investigation was the established and widely used Adaptive Control of Thought-Rational (ACT-R) modeling architecture from cognitive science. The anatomo-functional circuitry covered by ACT-R is validated by MRI-based neuroscience research. The present experimental data was obtained from a cognitive neuropsychology study involving preschool children (aged 4–6), which measured their visual selective attention and word comprehension behaviors. The collection and analysis of Event-Related Potentials (ERPs) from the EEG data allowed for the identification of sources of electrical activity known as dipoles within the cortex, using a combination of computational tools (Independent Component Analysis, FASTICA; EEG-Lab DIPFIT). The results were then used to build neurocognitive models based on Python ACT-R such that the patterns and the timings of the measured EEG could be reproduced as simplified symbolic representations of spikes, built through simplified electric-field simulations. The models simulated ultimately accounted for more than three-quarters of variations spatially and temporally in all electrical potential measurements (fit of model to dipole data expressed as R2 ranged between 0.75 and 0.98; P < 0.0001). Implications for practical uses of the present work are discussed for learning and educational applications in non-clinical and special needs children's populations, and for the possible use of non-experts (teachers and parents).

Knowledge and Practice of Sexual Education Teacher of Special Needs Students

The problem of sexual behavior among Special Needs Students can be overcome by the effectiveness of teaching or presentation in Sexual Education lesson. In this regard, the study aims to identify the relationship between knowledge level and Sexual Education practice of Special Needs Students Special Education teacher. This study was based on cognitive theory that emphasizes internal mental processes. The model used in this study was the Model of Cognitive Response. This quantitative study conducted cross-sectional surveys on 86 special education teachers in Kulai, Johor, Malaysia. The sample was selected through stratified random sampling technique to balance the number of samples comprising male teachers and female teachers. The research instrument was adapted from Ang Chai Tin’S study in year of 2014. All the questionnaires showed the reliability level of 0.801 Cronbach’s Alpha coefficient. The data obtained from questionnaires were distributed to teachers. Data were analyzed via SPSS and described with descriptively as well as inferentially. The findings of the Spearman Correlation Coefficient indicated that there was a relationship between the level of knowledge and the teaching practice of Special Needs Students Sexual Education among teachers. [rs = 0.664, n=86, p < 0.05]. Correlation strength value was strong. The conclusions of this study showed that Null Hypothesis (Ho) rejected, knowing that there was a strong and significant positive relationship between the level of knowledge and the level of teacher practice in MBK Sexual Education.

A Comparative Study on the Cognitive Ability of the 1st Year and 6th Year (Interns) Pharmacy Students.

Cognition is concerned with the internal mental processes that begin with an external stimulus and result in a behavioral response. This study focuses on the assessment of the cognition of both 6th year students and 1st year students of Pharm. D (Doctor of Pharmacy 6 year integrated course), by using Addenbrooke’s Cognitive Examination-Revised Edition (ACE-R). The test includes measurement of language, memory, attention and orientation, visuospatial, fluency skills which carry total 100 of the score. Methodology/ Material and Method: The comparative study for a year was carried out at a Pharmacy College, the subject enrolled were 120 Pharmacy students, the number of 60 students were from 1st year, and remaining 60 were from the 6th year (Interns). The Addenbrooke’s Cognitive Examination-Revised Edition (ACE-R) was used on the Fresher’s who recently took admission in 1st year of the Academics comparing it to the ACER-R test taken by the 6th year (Interns). The statistical inference was calculated from differences in Average Score and Standard Deviation, comparing these two groups to understand whether extensive use of cognition will increase the cognitive ability of individuals or deteriorate over the period span of 6 years under high stress and hard work. Result: Students in the 1st year showed comparatively better cognitive ability through ACE-R scores (average score = 83.38/100, standard deviation = 5.32) than the 6th year (average score = 78.63/100, standard deviation = 5.55) with the difference decline of 5.50% in the cognition and this difference was statistically very significant with the p-value. [p = 0.000354052] [p<0.5]. Conclusion: The cognitive ability of 6th year Pharmacy students has shown a statistically significant difference in ACE-R scores as compared to 1st year Pharmacy students, with a decline of 5.50%, which suggests that extensive use of cognition, may result in idiosyncrasy due to various stressful situations over the period of 6 years, the reason found to be Academic, Carrier Pressure or maybe Poor Dormitory, Dietary Lifestyle.Keywords: ACE-R. Cognition, Cognitive Study, Pharm.D