scholarly journals Cognitive processes in solving variants of computer-based problems used in logic teaching

2001 ◽  
Vol 17 (1) ◽  
pp. 1-19 ◽  
Author(s):  
T.H.S Eysink ◽  
S Dijkstra ◽  
J Kuper
Keyword(s):  
Cognitive Processes ◽  
Computer Based

Validation of a Computer-Based Aviation Secondary Selection System for Student Naval Aviators

1988 ◽  
Vol 32 (14) ◽  
pp. 807-811
Author(s):  
G.D. Gibb ◽  
D.L. Dolgin
Keyword(s):  
Cognitive Processes ◽  
Flight Training ◽  
Psychomotor Skills ◽  
Selection System ◽  
Time Sharing ◽  
Training Performance ◽  
Selection Test ◽  
Computer Based ◽  
Naval Aviators ◽  
Student Naval Aviators

This report describes the validation of an automated aircrew selection test battery that measures cognitive processes, psychomotor skills, and time-sharing abilities. Results indicate that performance-based test measures can be used to predict flight training performance.

Mental Models, Situation Models, and Expertise in Flight Situation Awareness

2002 ◽  
Vol 46 (3) ◽  
pp. 377-381
Author(s):  
Mark T. Jodlowski ◽  
Stephanie M. Doane ◽  
Young Woo Sohn
Keyword(s):  
Mental Models ◽  
Cognitive Processes ◽  
Situation Awareness ◽  
Knowledge Organization ◽  
Situation Models ◽  
Specific Situation ◽  
Judgment Accuracy ◽  
The Third ◽  
Second Screen ◽  
Computer Based

The present research examines cognitive processes that support flight situation awareness (SA). Of particular interest is pilot access to condition-action rules that reflect their mental models of flight, and their ability to determine when the rules apply in the context of a specific situation. Pilots were asked to reason about events that take place during flight in multiple 3-screen computer-based trials. In each trial, the first screen indicated a control movement, the second screen depicted a meaningful flight situation, and the third screen indicated a flight situation change. Pilots were asked to judge whether the change depicted in the third screen was consistent with what was expected following application of the control movement depicted in the first screen to the flight situation depicted in the second screen. Judgment accuracy suggests superior access to mental models versus situation models, and systematic differences in knowledge organization as a function of piloting expertise.

Estimating Cognitive Complexity and the Need for Cognitive Task Analysis

1994 ◽  
Vol 38 (16) ◽  
pp. 1023-1027 ◽  
Author(s):  
Michael J. DeVries ◽  
Sallie E. Gordon
Keyword(s):  
Cognitive Processes ◽  
Cognitive Complexity ◽  
Task Analysis ◽  
Cognitive Task ◽  
Cognitive Task Analysis ◽  
Types Of Knowledge ◽  
Different Types ◽  
Computer Based ◽  
Multiple Domains ◽  
Specific Project

Because an increasing number of systems are being developed to support complex cognitive functioning, task analysis is commonly being augmented with cognitive task analysis, which identifies cognitive processes, knowledge, and mental models relevant to task performance. Cognitive task analysis tends to be lengthy and time-consuming, so designers frequently ask how they might know if it is actually necessary for a specific project. In this paper, we assume that much of the need for cognitive task analysis depends on the inherent “cognitive complexity” of the task. We present a model of cognitive complexity, and show how it was used to develop a computer-based tool for estimating relative cognitive complexity for a set of tasks. The tool, Cog-C, elicits task and subtask hierarchies, then guides the user in making relatively simple estimates on a number of scales. The tool calculates and displays the relative cognitive complexity scores for each task, along with subscores of cognitive complexity for different types of knowledge. Usability and reliability were evaluated in multiple domains, showing that the tool is relatively easy to use, reliable, and well-accepted.

scholarly journals Effects of interpretation training on subjective, behavioural, and physiological measures of anxiety during a self-presentation task in an analogue social anxiety sample

2021 ◽  
Author(s):  
Matilda E. Nowakowski
Keyword(s):  
Social Anxiety ◽  
Cognitive Processes ◽  
Cognitive Restructuring ◽  
Behavioural Therapy ◽  
Subjective Distress ◽  
Self Presentation ◽  
Interpretation Biases ◽  
Cognitive Behavioural ◽  
Computer Based ◽  
And Control

Negative interpretation biases, defined as a tendency to interpret ambiguous social situations negatively, have been theorized to play a role in the maintenance of social anxiety. Research has shown that computer-based interpretation training tasks can modify negative interpretation biases and that this modification is associated with decreases in subjective ratings of anxiety. Negative interpretation biases have also been shown to decrease following cognitive-behavioural therapy. This study investigated the effects of interpretation training and cognitive restructuring on symptomatology, cognitive processes, behaviour, and physiological reactivity in an analogue social anxiety sample. Seventy-two participants with elevated social anxiety scores were randomized to one of 3 conditions: interpretation training (n = 24), cognitive restructuring (n = 24), and control (n = 24). Although none of the conditions showed a decrease in social anxiety symptomatology, participants in the cognitive restructuring condition evidenced a significant decrease in anxiety-related cognitive processes at the 48-hour follow-up. There were no group differences on subjective distress and self-rated performance on the speech task. However, participants in the cognitive restructuring condition were rated as having higher quality speeches by an objective rater compared to participants in the interpretation training condition. Theoretical and clinical implications are discussed.

scholarly journals Effect of Computer Based Visualization on Students' Cognitive Processes in Education Process

2015 ◽  
Vol 4 ◽  
pp. 349
Author(s):  
Renata Bilbokaitė
Keyword(s):  
Cognitive Processes ◽  
Computer Based ◽  
The Subject ◽  
Males And Females ◽  
Attention Memory ◽  
Visual Artifacts ◽  
Context Of Learning ◽  
And Mathematics ◽  
Positive Effect ◽  
Education Process

<p class="IATED-Affiliation">Objectivized phenomenon in science education and their elements, revealed for students in the homogenized visual form, stimulate development of the Subject consciousness within the context of learning. Visualization is visual artefact represented in visual way aiming to code or decode information. By stressing this, the use of visualization during lessons of Biology, Physics, Geography and Mathematics becomes very important – it helps for perception, attention, memory and imagination that are needed during learning processes. This article encloses empirical data about effect of computer based visualization on students’ cognitive processes. There were asked 2708 ninth and tenth form classes students in Lithuania. The results show that visualization is useful homogenously both for males and females, but females statistically significantly are sure about the positive effect of visual artifacts in the classroom.</p>

scholarly journals Estudio de la usabilidad de una nueva herramienta de evaluación cognitiva, el CogVal, en una muestra de panameños y españoles

2017 ◽  
Vol 5 (2) ◽  
pp. 5-20
Author(s):  
Abdel Solís
Keyword(s):  
Older People ◽  
Cognitive Processes ◽  
Low Frequency ◽  
Cognitive Disorders ◽  
Spanish Population ◽  
Aging Brain ◽  
Helpful Tool ◽  
Ict Use ◽  
Associated Diseases ◽  
Computer Based

La población a nivel mundial está envejeciendo, y paralelo a dicho envejecimiento se encuentran todas las enfermedades que se asociadas a él, entre ellas los trastornos cognitivos. Actualmente hay una tendencia a aprovechar el aumento del uso de las TICs, y en este caso aplicado a la valoración de las capacidades cognitivas en el envejecimiento. El objetivo del presente estudio se centró en analizar la usabilidad de una aplicación de valoración cognitiva aplicado a una muestra de panameños y españoles quienes luego contestaron a un cuestionario de usabilidad y se analizó la relación entre la frecuencia de uso de TICs, edad y educación. Los resultados indican que la poca frecuencia de uso de las TICs puede estar asociado a opinión de la facilidad de uso de la aplicación, todas las demás variables no muestran asociación con la usabilidad del Cogval y ésta opinión no depende del país donde se aplique la prueba. Además hay una tendencia de las personas mayores por preferir las evaluaciones cognitivas informatizadas. Estos resultados indican que el Cogval, puede ser usado y entendido por la población panameña y permitirá continuar con el proceso de validación de dicha prueba.   AbstractThe world´s population is growing older, and along with age come certain associated diseases, including cognitive disorders. Recently, ICTs have grown increasingly popular and widely used. This tendency has grown as a helpful tool to assess cognitive disorders and describing the aging brain. This study’s main goal is to analyze the use of a computer-based app (COGVAL) to evaluate cognitive processes with a Panamanian and Spanish population. Administering also a usability survey to further study any relationships between the frequency of ICT use, age, and literacy. Results have shown that low frequency use of ICTs may be related to participants describing the COGVAL app as an easy one to use. Other variables measured show no relation to the usability of the COGVAL app, this is regardless of the country of the participants. In addition, older people tend to prefer computer based assessments. These results suggest that the Panamanian population, also helping to facilitate the validation of this test, may easily use the COGVAL app.  

scholarly journals Effects of interpretation training on subjective, behavioural, and physiological measures of anxiety during a self-presentation task in an analogue social anxiety sample

2021 ◽  
Author(s):  
Matilda E. Nowakowski
Keyword(s):  
Social Anxiety ◽  
Cognitive Processes ◽  
Cognitive Restructuring ◽  
Behavioural Therapy ◽  
Subjective Distress ◽  
Self Presentation ◽  
Interpretation Biases ◽  
Cognitive Behavioural ◽  
Computer Based ◽  
And Control

Negative interpretation biases, defined as a tendency to interpret ambiguous social situations negatively, have been theorized to play a role in the maintenance of social anxiety. Research has shown that computer-based interpretation training tasks can modify negative interpretation biases and that this modification is associated with decreases in subjective ratings of anxiety. Negative interpretation biases have also been shown to decrease following cognitive-behavioural therapy. This study investigated the effects of interpretation training and cognitive restructuring on symptomatology, cognitive processes, behaviour, and physiological reactivity in an analogue social anxiety sample. Seventy-two participants with elevated social anxiety scores were randomized to one of 3 conditions: interpretation training (n = 24), cognitive restructuring (n = 24), and control (n = 24). Although none of the conditions showed a decrease in social anxiety symptomatology, participants in the cognitive restructuring condition evidenced a significant decrease in anxiety-related cognitive processes at the 48-hour follow-up. There were no group differences on subjective distress and self-rated performance on the speech task. However, participants in the cognitive restructuring condition were rated as having higher quality speeches by an objective rater compared to participants in the interpretation training condition. Theoretical and clinical implications are discussed.

scholarly journals COMPUTER BASED VISUALIZATION AS STIMULATION INSTRUMENT OF COGNITIVE PROCESSES IN SCIENCE EDUCATION: THE RESULTS OF PILOT RESEARCH

2009 ◽  
Vol 6 (2) ◽  
pp. 12-18
Author(s):  
Renata Bilbokaitė
Keyword(s):  
Science Education ◽  
Cognitive Processes ◽  
Visual Information ◽  
Cognitive Process ◽  
Technological Progress ◽  
Qualitative Method ◽  
Learning And Teaching ◽  
Computer Based ◽  
Qualitative Effect ◽  
Teaching Learning

It is very important for science education to have perfectly prepared aids that could show invisible phenomena and could foster deeper motivation. Also, visualization as a learning and teaching tool could stimulate the perception. This leads to the opinion that represented objects could be shown in the classroom as essential part of education and its organization. Visualization in science as an essential teaching/learning tool has become of great importance nowadays because the technological progress is raising high require-ments for education. Problem question – whether computer based visualization stimulates cognitive process-es and what exact processes it activate? Research methods: analysis of information resources, questioning, qualitative method. Research methodology: model of genetic structural intellect, the theory of dual code, vis-ual thinking theory. Participants of the research. 209 schoolchildren from secondary schools participated in the research. Random sampling was chosen when schoolchildren in grades 9 and 10 had a possibility to par-ticipate in the research. The research instrument, a questionnaire with open-ended and closed questions, was designed. There were 209 schoolchildren (92 schoolchildren from grade 9, 107 – from grade 10) in the sam-ple. The respondents were about 14–17 years of age (2 schoolchildren–14 years old, 73 schoolchildren–15 years old, 111 schoolchildren–16 years old and 23 schoolchildren–17 years old). The respondents’ distribu-tion by gender: 72 girls and 45 boys of grade 10, 45 girls and 47 boys of grade 9. The results. Computer based visualization makes easier perception processes because it activates perception operations. Views in the screen help to compare details in visual form and to distinguish the main features. Also it helps to see objects in the whole objects and other things connected with them. All these facts help students to perceive visual information and to understand verbal one too. The results of the re-search enclose that computer based visualization help to memorize information. It is already known that it is easier to remember visual information and computer screen makes qualitative effect to the memory. At least, students reflect that computer based visualization helps to imagine things that are very abstract or difficult. According to students they are able to create images and mental models about phenomena when they see some similar analogs in the screen. To sum up, there could be done a prediction that computer based visuali-zation could foster deeper work of perception, memory and imagination. Key words: visualization, science education, cognitive processes.

scholarly journals A Study on the Validity of a Computer-Based Game to Assess Cognitive Processes, Reward Mechanisms, and Time Perception in Children Aged 4-8 Years

2016 ◽  
Vol 4 (2) ◽  
pp. e15 ◽  
Author(s):  
Janneke CAW Peijnenborgh ◽  
Petra PM Hurks ◽  
Albert P Aldenkamp ◽  
Erik D van der Spek ◽  
GWM Rauterberg ◽  
...  
Keyword(s):  
Time Perception ◽  
Cognitive Processes ◽  
Computer Based ◽  
Reward Mechanisms
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