Patterns Of Cognitive Activity Research Articles

Структурування навчальних цілей у психологічній підготовці майбутніх вихователів

The article presents a view on the specific features of future preschool educators’ professional development. It actualizes the issue of the effective use of educational and professional activity resources for the formation of students’ reflective and prognostic skills, developing cognitive patterns of their future activities. The importance of student’s understanding and use of knowledge about the children’s psychological characteristics in the organization of interaction with them, their care, education, and the establishment of collaboration with children’s parents is recognized. The basis for the professional growth of future educators is considered in the context of structuring the learning objectives of studying children’s psychology, which, on the one hand, determines the scientific selection of means and methods of creating an educational environment for the child, and on the other hand, encourages the extrapolation of psychological knowledge to other educational components and the practice of teaching, upbringing and development of preschool children. The purpose of this research was to disclose the content of cognitive patterns of future preschool educators in the process of learning facts, rules and mechanisms of children’s psychological development, taking into account the system of learning objectives. According to the modern interpretation of Bloom’s taxonomy, the author of the article offers detailed information on cognitive processes and a system of relevant tasks that ensure the acquisition of factual, conceptual, procedural and metacognitive knowledge about children's psychological phenomena and their determination. The idea of a value-based attitude to the child is recognized as a key element of psychological training of future educators and a guideline in choosing its purposeful components. It is argued that a value-based attitude towards the child is an important component in the construction of a matrix of understanding the child in the dimensions of their personality formation, development of their individuality and subjectivity, while the main approaches and logic of its accumulation in students are substantiated. Keywords: idea of a value-based attitude to a child, taxonomy of learning objectives, context of interaction, patterns of cognitive activity, educational and professional activities, professional training.

Fractals in Neuropsychology and Cognitive Neuroscience.

The fractal dimension of cognition refers to the idea that the cognitive processes of the human brain exhibit fractal properties. This means that certain patterns of cognitive activity, such as visual perception, memory, language, or problem-solving, can be described using the mathematical concept of fractal dimension.The idea that cognition is fractal has been proposed by some researchers as a way to understand the complex, self-similar nature of the human brain. However, it's a relatively new idea and is still under investigation, so it's not yet clear to what extent cognitive processes exhibit fractal properties or what implications this might have for our understanding of the brain and clinical practice. Indeed, the mission of the "fractal neuroscience" field is to define the characteristics of fractality in human cognition in order to differently characterize the emergence of brain disorders.

GENERAL CHARACTERISTICS OF THE APPLICATION OF INNOVATIVE TRAINING TECHNOLOGIES IN THE FORMATION OF THE PROFESSIONAL COMPETENCE OF FUTURE QUALIFIED WORKERS OF THE OPERATIONAL AND RESCUE SERVICE OF THE CIVIL DEFENSE OF UKRAINE

The article, based on theoretical research, scientifically substantiates the need for the formation of professional competence in the application of innovative learning technologies in the preparation of future qualified workers of the operational and rescue service of the civil defense of Ukraine.Formulation of the problem. The crisis of the professional education system indicates a gap between the dramatically changed living conditions and the educational system, its goals, types, content and technologies of education. The most important reasons that gave rise to the crisis include: growing demand for the quality of education; new requirements for teaching activities; conservatism in the field of education and its insufficient adaptation to the changing needs of society; the need for the formation of professional thinking, activity, self-activity of future qualified workers, etc. Among these factors is the lack of development of professional training technologies. Traditional learning technology (from knowledge to skills), based on the logic of science, should be supplemented with new technologies based on the patterns of cognitive activity. The main figure in the educational process is the future skilled worker himself, who is not an object, but a subject of education.

Modeling Cognitive Load as a Self-Supervised Brain Rate with Electroencephalography and Deep Learning.

The principal reason for measuring mental workload is to quantify the cognitive cost of performing tasks to predict human performance. Unfortunately, a method for assessing mental workload that has general applicability does not exist yet. This is due to the abundance of intuitions and several operational definitions from various fields that disagree about the sources or workload, its attributes, the mechanisms to aggregate these into a general model and their impact on human performance. This research built upon these issues and presents a novel method for mental workload modelling from EEG data employing deep learning. This method is self-supervised, employing a continuous brain rate, an index of cognitive activation, and does not require human declarative knowledge. The aim is to induce models automatically from data, supporting replicability, generalisability and applicability across fields and contexts. This specific method is a convolutional recurrent neural network trainable with spatially preserving spectral topographic head-maps from EEG data, aimed at fitting a novel brain rate variable. Findings demonstrate the capacity of the convolutional layers to learn meaningful high-level representations from EEG data since within-subject models had, on average, a test Mean Absolute Percentage Error of around 11%. The addition of a Long-Short Term Memory layer for handling sequences of high-level representations was not significant, although it did improve their accuracy. These findings point to the existence of quasi-stable blocks of automatically learnt high-level representations of cognitive activation because they can be induced through convolution and seem not to be dependent on each other over time, intuitively matching the non-stationary nature of brain responses. Additionally, across-subject models, induced with data from an increasing number of participants, thus trained with data containing more variability, obtained a similar accuracy to the within-subject models. This highlights the potential generalisability of the induced high-level representations across people, suggesting the existence of subject-independent cognitive activation patterns. This research contributes to the body of knowledge by providing scholars with a novel computational method for mental workload modelling that aims to be generally applicable and does not rely on ad hoc human crafted models.

Effect of Anti-seizure Medications on Functional Anatomy of Language: A Perspective From Language Functional Magnetic Resonance Imaging.

BackgroundIn epilepsy, cognitive difficulties are common, partly a consequence of anti-seizure medications (ASM), and cognitive side-effects are often considered to be more disabling than seizures and significantly affect quality of life. Functional MRI during verbal fluency tasks demonstrated impaired frontal activation patterns and failed default mode network deactivation in people taking ASM with unfavourable cognitive profiles. The cognitive effect of ASMs given at different dosages in monotherapy, or in different combinations, remains to be determined.MethodsHere, we compared the effects of different drug loads on verbal fluency functional MRI (fMRI) in people (i) taking dual therapy of ASMs either considered to be associated with moderate (levetiracetam, lamotrigine, lacosamide, carbamazepine/oxcarbazepine, eslicarbazepine, valproic acid; n = 119, 56 females) or severe (topiramate, zonisamide) side-effects; n = 119, 56 females), (ii) taking moderate ASMs in either mono-, dual- or triple-therapy (60 subjects in each group), or (iii) taking different dosages of ASMs with moderate side-effect profiles (n = 180). “Drug load” was defined as a composite value of numbers and dosages of medications, normalised to account for the highest and lowest dose of each specific prescribed medication.ResultsIn people taking “moderate” ASMs (n = 119), we observed higher verbal-fluency related to left inferior frontal gyrus and right inferior parietal fMRI activations than in people taking “severe” ASMs (n = 119). Irrespective of the specific ASM, people on monotherapy (n = 60), showed greater frontal activations than people taking two (n = 60), or three ASMs (n = 60). People on two ASMs showed less default mode (precuneus) deactivation than those on monotherapy. In people treated with “moderate” ASMs (n = 180), increased drug load correlated with reduced activation of language-related regions and the right piriform cortex.ConclusionOur study delineates the effects of polytherapy and high doses of ASMs when given in monotherapy on the functional anatomy of language. Irrespective of the cognitive profile of individual ASMs, each additional ASM results in additional alterations of cognitive activation patterns. Selection of ASMs with moderate cognitive side effects, and low doses of ASMs when given in polytherapy, could reduce the cognitive effect.

A Novel Brain Decoding Method: A Correlation Network Framework for Revealing Brain Connections

Brain decoding is a hot spot in cognitive science, which focuses on reconstructing perceptual images from brain activities. Analyzing the correlations of collected data from human brain activities and representing activity patterns are two key problems in brain decoding based on functional magnetic resonance imaging signals. However, existing correlation analysis methods mainly focus on the strength information of voxel, which reveals functional connectivity in the cerebral cortex. They tend to neglect the structural information that implies the intracortical or intrinsic connections; that is, structural connectivity. Hence, the effective connectivity inferred by these methods is relatively unilateral. Therefore, we propose in this paper a correlation network (CorrNet) framework that could be flexibly combined with diverse pattern representation models. In the CorrNet framework, the topological correlation is introduced to reveal structural information. Rich correlations can be obtained, which contribute to specifying the underlying effective connectivity. We also combine the CorrNet framework with a linear support vector machine and a dynamic evolving spike neuron network for pattern representation separately, thus provide a novel method for decoding cognitive activity patterns. Experimental results verify the reliability and robustness of our CorrNet framework, and demonstrate that the new method can achieve significant improvement in brain decoding over comparable methods.

Cognition, Emotion and Brain Mechanism: Neural Mechanism of Animation Cognition Based on Gender Difference

At present, since the era of development of cognitive neuroscience has begun, the researcher has started to explore the relationship between the cognitive development of animation, and the influence on the brain structure and features by MRI and other brain imaging techniques, so as to reveal the relationship among physiology, perception and emotion. Teenagers with different genders have different patterns of cognitive activity, and consequently the brain structure and the characteristics of its activity with gender differences when watching a cartoon have provided a significant inspiration. Based on the results of gender difference, age difference, data of ERP and traceability, the investigation of the article has begun with the contrast of semantic information represented by the animation with the information of cognition degree of “animation-picture”. It has come to conclusions as follows: 1) In the semantic exchange of an animation, the perception and judgement of the emotional relationship are more difficult than those of the context; 2) People with different genders have obvious cognitive differences, and hence the film editing, the field of shooting scale and the movement of camera will stimulate the visual areas in the brains of male and female with quite different active degrees. And also, the audiovisuals of a film might have a stimulating synergy to the brains of male and female; 3) In the transition of “animation-picture-semantics”, both of P300 and N400 will emerge, which explains that the judgement of the above two relations is realized through the spatial memory and the understanding of meanings; 4) On the basis of the mutuality and interaction between the emotion and the perception, the analysis tracking down the source has discovered that, the functional area of semantic comprehension is mainly located at the angular gyrus of inferior parietal lobule, that is, Area 39 and the back of gyrus frontalis inferior (Area 44 and 45), which are included within the scope of visual and motor speech areas.

Patterns of Cognitive Activity in a Human vs Collaborative Robot Interactive Game

In order to define different cognitive patterns we analyze sequences of human actions in a game with so-called collaborative robots. Since there are complex win or lose game conditions in this game, in order to win, the player needs to cooperate with one of the bots in the game. Each of the two game bots may cooperate with the player or not during the game, causing the player to change his strategy. In this study, investigations of change of behavioral patterns in different rounds and during each round are performed. To achieve this goal, time series event analysis and analysis of associative rules were performed. The results of this study are a few stable patterns of activity, which are compared with interviews given by participants after the game.

Making sense of movement in embodied design for mathematics learning.

Embodiment perspectives from the cognitive sciences offer a rethinking of the role of sensorimotor activity in human learning, knowing, and reasoning. Educational researchers have been evaluating whether and how these perspectives might inform the theory and practice of STEM instruction. Some of these researchers have created technological systems, where students solve sensorimotor interaction problems as cognitive entry into curricular content. However, the field has yet to agree on a conceptually coherent and empirically validated design framework, inspired by embodiment perspectives, for developing these instructional resources. A stumbling block toward such consensus, we propose, is an implicit disagreement among educational researchers on the relation between physical movement and conceptual learning. This hypothesized disagreement could explain the contrasting choices we witness among current designs for learning with respect to instructional methodology for cultivating new physical actions – whereas some researchers use an approach of direct instruction, such as explicit teaching of gestures, others use an indirect approach, where students must discover effective movements to solve a task. Prior to comparing these approaches, it may help first to clarify key constructs. In this theoretical essay we draw on embodiment and systems literature as well as findings from our design research so as to offer the following taxonomy that may facilitate discourse about movement in STEM learning: (1) distal movement is the technologically extended effect of physical movement on the environment; (2) proximal movement is the physical movements themselves; and (3) sensorimotor schemes are the routinized patterns of cognitive activity that become enacted through proximal movement by orienting on so-called attentional anchors. Attentional anchors are goal-oriented phenomenological objects or enactive perceptions (“sensori-”) that organize proximal movement to effect distal movement (“-motor”). All three facets of movement must be considered in analyzing embodied learning processes. We demonstrate that indirect movement instruction enables students to develop new sensorimotor schemes including attentional anchors as idiosyncratic solutions to physical interaction problems. These schemes are, by necessity, grounded in students’ own agentive relation to the world while also grounding target content such as mathematical notions.

Models As Fictions, Fictions As Models

Thinking of models in science as fictions is said to be helpful, not merely because models are known or assumed to be false, but because work on the nature of fiction helps us understand what models are and how they work. I am unpersuaded. For example, instead of trying to assimilate truth-in-a model to truth-in-fiction we do better to see both as special and separate cases of the more general notion truth-according-to-a-corpus. Does enlightenment go the other way? Do we better understand fiction's capacity to generate knowledge by thinking of it as a kind of modelling? If we see, as we should, fictions and models are parts of larger patterns of cognitive activity that include institutional frameworks, the best answer is no.

Altered error-related activity in patients with schizophrenia

Deficits in working memory (WM) and executive cognitive control are core features of schizophrenia. However, findings regarding functional activation strengths are heterogeneous, partly due to differences in task demands and behavioral performance. Previous investigators proposed integrating these heterogeneous findings into a comprehensive model of cortical inefficiency assuming the inverted U-shaped relationship between performance and neuronal activation to be shifted in patients. The present study pursued a novel approach of precise performance balancing potentially resolving a number of discrepancies with regard to performance related cognitive activation patterns in schizophrenia. Error-related WM activity was examined in 55 patients and 55 controls by balancing the mean number of incorrect responses between the groups and analyzing remaining incorrect trials. A modified Sternberg Item Recognition task (SIRT) allowing for the segregation of encoding, executive maintenance and retrieval-related activation was applied. Relative to healthy controls, patients showed extended hypoactivations in inferior temporal, superior parietal, inferior, middle and superior frontal as well as cerebellar regions during encoding of incorrectly remembered items. During erroneous retrieval of information patients exhibited a significantly decreased activation in an executive control network comprising inferior and middle frontal areas, precuneus and cerebellum. Present data suggest that in patients with schizophrenia encoding of erroneously retrieved items as well as erroneous retrieval itself is associated with extended activation abnormalities in task-relevant regions even after balancing performance. Thus, present results clearly indicate that disorder-characteristic activation abnormalities become manifest during dysfunctional executive processing even when the moderating effect of performance is largely eliminated.

Hostility and Change in Cognitive Function Over Time in Older Blacks and Whites

To test whether the level of hostility predicted the rate of cognitive decline in a community of older blacks and whites and whether the association varied as a function of race. Over 4800 persons from a defined community in Chicago completed up to three structured interviews at approximately 3 year intervals over a period of up to 8.8 years (mean = 4.4 years). At the baseline interview, hostility was assessed with 8-items from the Cook-Medley Hostility Scale. Cognitive function was assessed at each interview with four cognitive function tests from which a composite measure of cognition was formed. Mixed effects models were used to assess change in cognition and its relation to hostility, controlling for age, sex, education, and race. The average score on the hostility scale at baseline was 3.0 (SD = 2.1). Higher levels of hostility were associated with lower cognitive scores (estimate = -0.028, SE = 0.004, p < .001). Cognition declined at a rate of 0.051 U per year on average, but hostility was not related to the rate of decline. Results were unchanged after controlling for depressive symptoms, chronic health, neuroticism, and social and cognitive activity patterns, or when persons with cognitive impairment at baseline were excluded. The association was similar in blacks and whites. The results suggest that hostility is associated with level of cognitive function in older persons but not related to cognitive decline.

SIMPLIFYING THE DEVELOPMENT OF COGNITIVE MODELS USING PATTERN-BASED MODELING

Usability evaluation can be significantly improved using cognitive modeling. Even though it can help to understand and predict human behavior, the method is not widely applied in industrial environments, due mainly to the time-consuming model development process. We developed a high-level framework for cognitive modeling, HTAmap, which aims to reduce the modeling effort. The process of building cognitive models is transformed into a pattern-oriented task as well as a modification task based on cognitive activity patterns, which constitute generic behavior blocks. In consequence, cognitive modeling is opened for a wider user group.

Cognitive activity in older persons from a geographically defined population.

Patterns of cognitive activity, and their relation to cognitive function, were examined in a geographically defined, biracial population of persons aged 65 years and older. Persons (N = 6,162) were given cognitive performance tests and interviewed about their participation in common cognitive activities, like reading a newspaper. Overall, more frequent participation in cognitive activities was associated with younger age, more education, higher family income, female gender, and White race; participation in activities judged to be more cognitively intense was not strongly related to age, but was associated with more education, higher family income, male gender, and White race. Substantial heterogeneity in activity patterns remained after accounting for demographic factors, however. In an analysis controlling for demographic variables, level of cognitive function on performance tests was positively related to composite measures of the frequency and intensity of cognitive activity. Longitudinal studies are needed to assess the relation of cognitive activity patterns to stability and change in cognitive function in older persons.

Information as process: The difference between corroborating evidence and “information” in humanistic research domains

The article reports the results of a non-randomized study of 45 history Ph.D. students, and discusses the results in terms of the theory of knowledge structure and the modification of knowledge structure due to “information” discussed in Cole (Journal of the American Society for Information Science, 45, 465–476, 1994). In the study, the Ph.D. students answered questions about the circumstances surrounding recent information events—events which resulted in the Ph.D. students becoming informed while reading for their thesis. Using the grounded theory methodology of Glaser and Strauss (New York: Aldine de Gruyter, 1967), patterns of cognitive activity during an information process were observed, and a model of what an information process may be like for the history Ph.D. students interviewed is proposed based on an analysis of these similarities. The model of the information process is made up of five stages, which happen one after the other, but which may be separated by long periods of time. Associated with these stages are two different types of information seeking behaviour: unconscious-unfocused and conscious-focused.

Temporal Patterns of Cognitive Activity and Breath Control in Speech

Two aspects of spontaneous speech, the cognitive and the syntactic, were examined as potential regulators of the incidence of breathing during speech. During passages of prose read aloud breaths were taken exclusively at gaps in speech designated as grammatical junctures. During samples of spontaneous speech approximately one third of the breaths were taken at gaps in speech which could not be so described. The sequential temporal structuring of spontaneous speech reveals passages which appear principally to be given over to decisions about content alternating with fluent passages which appear to be the product of the preceding passage. Passages primarily characterised by cognition have a significantly lower proportion of breaths taken at grammatical junctures than the more fluent passages.