Modeling inference of mental states

2014 ◽  
Vol 15 (3) ◽  
pp. 455-477 ◽  
Author(s):  
Ben Meijering ◽  
Niels A. Taatgen ◽  
Hedderik van Rijn ◽  
Rineke Verbrugge
Keyword(s):  
Problem Solving ◽  
Mental State ◽  
Cognitive Model ◽  
Mental States ◽  
The Other ◽  
Developmental Study ◽  
Cognitive Demands ◽  
Problem Solving Skills ◽  
State Inference

Behavior oftentimes allows for many possible interpretations in terms of mental states, such as goals, beliefs, desires, and intentions. Reasoning about the relation between behavior and mental states is therefore considered to be an effortful process. We argue that people use simple strategies to deal with high cognitive demands of mental state inference. To test this hypothesis, we developed a computational cognitive model, which was able to simulate previous empirical findings: In two-player games, people apply simple strategies at first. They only start revising their strategies when these do not pay off. The model could simulate these findings by recursively attributing its own problem solving skills to the other player, thus increasing the complexity of its own inferences. The model was validated by means of a comparison with findings from a developmental study in which the children demonstrated similar strategic developments.

Working Together with Computers

2012 ◽  
pp. 20-41
Author(s):  
Uma Shanker Tiwary ◽  
Tanveer J. Siddiqui
Keyword(s):  
Problem Solving ◽  
Human Computer Interaction ◽  
General Framework ◽  
Specific Problem ◽  
The Other ◽  
Problem Solving Skills ◽  
Interaction Layer ◽  
Three Layer Architecture ◽  
Working Together ◽  
General Skills

The objective of this chapter is twofold. On one hand, it tries to introduce and present various components of Human Computer Interaction (HCI), if HCI is modeled as a process of cognition; on the other hand, it tries to underline those representations and mechanisms which are required to develop a general framework for a collaborative HCI. One must try to separate the specific problem solving skills and specific problem related knowledge from the general skills and knowledge acquired in interactive agents for future use. This separation leads to a distributed deep interaction layer consisting of many cognitive processes. A three layer architecture has been suggested for designing collaborative HCI with multiple human and computational agents.

Working Together with Computers

2013 ◽  
pp. 141-162
Author(s):  
Uma Shanker Tiwary ◽  
Tanveer J. Siddiqui
Keyword(s):  
Problem Solving ◽  
Human Computer Interaction ◽  
General Framework ◽  
Specific Problem ◽  
The Other ◽  
Problem Solving Skills ◽  
Interaction Layer ◽  
Three Layer Architecture ◽  
Working Together ◽  
General Skills

The objective of this chapter is twofold. On one hand, it tries to introduce and present various components of Human Computer Interaction (HCI), if HCI is modeled as a process of cognition; on the other hand, it tries to underline those representations and mechanisms which are required to develop a general framework for a collaborative HCI. One must try to separate the specific problem solving skills and specific problem related knowledge from the general skills and knowledge acquired in interactive agents for future use. This separation leads to a distributed deep interaction layer consisting of many cognitive processes. A three layer architecture has been suggested for designing collaborative HCI with multiple human and computational agents.

scholarly journals Virtual reality and paranoid ideations in people with an ‘at-risk mental state’ for psychosis

2007 ◽  
Vol 191 (S51) ◽  
pp. s63-s68 ◽  
Author(s):  
Lucia R. Valmaggia ◽  
Daniel Freeman ◽  
Catherine Green ◽  
Philippa Garety ◽  
David Swapp ◽  
...  
Keyword(s):  
At Risk ◽  
Virtual Reality ◽  
Mental State ◽  
Cognitive Model ◽  
Mental States ◽  
Clinical Group ◽  
Adverse Experiences ◽  
Hostile Intent ◽  
Before And After ◽  
At Risk Mental State

BackgroundVirtual reality provides a means of studying paranoid thinking in controlled laboratory conditions. However, this method has not been used with a clinical groupAimsTo establish the feasibility and safety of using virtual reality methodology in people with an at-risk mental state and to investigate the applicability of a cognitive model of paranoia to this groupMethodTwenty-one participants with an at-risk mental state were assessed before and after entering a virtual reality environment depicting the inside of an underground trainResultsVirtual reality did not raise levels of distress at the time of testing or cause adverse experiences over the subsequent week. Individuals attributed mental states to virtual reality characters including hostile intent. Persecutory ideation in virtual reality was predicted by higher levels of trait paranoia, anxiety, stress, immersion in virtual reality, perseveration and interpersonal sensitivityConclusionsVirtual reality is an acceptable experimental technique for use with individuals with at-risk mental states. Paranoia in virtual reality was understandable in terms of the cognitive model of persecutory delusions

scholarly journals Disturbances in the spontaneous attribution of social meaning in schizophrenia

2008 ◽  
Vol 39 (4) ◽  
pp. 635-643 ◽  
Author(s):  
W. P. Horan ◽  
K. H. Nuechterlein ◽  
J. K. Wynn ◽  
J. Lee ◽  
F. Castelli ◽  
...  
Keyword(s):  
Problem Solving ◽  
Group Performance ◽  
Clinical Symptoms ◽  
Visual Stimuli ◽  
Mental States ◽  
Social Meaning ◽  
Healthy Controls ◽  
Problem Solving Skills ◽  
Verbal Abilities ◽  
Schizophrenia Group

BackgroundSchizophrenia patients show disturbances on a range of tasks that assess mentalizing or ‘Theory of Mind’ (ToM). However, these tasks are often developmentally inappropriate, make large demands on verbal abilities and explicit problem-solving skills, and involve after-the-fact reflection as opposed to spontaneous mentalizing.MethodTo address these limitations, 55 clinically stable schizophrenia out-patients and 44 healthy controls completed a validated Animations Task designed to assess spontaneous attributions of social meaning to ambiguous abstract visual stimuli. In this paradigm, 12 animations depict two geometric shapes ‘interacting’ with each other in three conditions: (1) ToM interactions that elicit attributions of mental states to the agents, (2) Goal-Directed (GD) interactions that elicit attributions of simple actions, and (3) Random scenes in which no interaction occurs. Verbal descriptions of each animation are rated for the degree of Intentionality attributed to the agents and for accuracy.ResultsPatients had lower Intentionality ratings than controls for ToM and GD scenes but the groups did not significantly differ for Random scenes. The descriptions of the patients less closely matched the situations intended by the developers of the task. Within the schizophrenia group, performance on the Animations Task showed minimal associations with clinical symptoms.ConclusionsPatients demonstrated disturbances in the spontaneous attribution of mental states to abstract visual stimuli that normally evoke such attributions. Hence, in addition to previously established impairment on mentalizing tasks that require logical inferences about others' mental states, individuals with schizophrenia show disturbances in implicit aspects of mentalizing.

A Comparison of Two Approaches for Teaching Complex, Authentic Mathematics Problems to Adolescents in Remedial Math Classes

1993 ◽  
Vol 59 (6) ◽  
pp. 556-566 ◽  
Author(s):  
Brian A. Bottge ◽  
Ted S. Hasselbring
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Learning Difficulties ◽  
Linear Measurement ◽  
The Other ◽  
Remedial Math ◽  
Problem Solving Skills ◽  
Mathematics Problems ◽  
Transfer Tasks ◽  
Standard Word

Two groups of adolescents with learning difficulties in mathematics were compared on their ability to generate solutions to a contextualized problem after being taught problem-solving skills under two conditions, one involving standard word problems, the other involving a contextualized problem on videodisc. All problems focused on adding and subtracting fractions in relation to money and linear measurement. Both groups of students improved their performance on solving word problems, but students in the contextualized problem group did significantly better on the contextualized problem posttest and were able to use their skills in two transfer tasks that followed instruction.

scholarly journals Adults’ Theory of Infants’ Mind: A Comparison between Parents and Nonparents

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Ikuko Shinohara ◽  
Yusuke Moriguchi
Keyword(s):  
Mental State ◽  
Mental States ◽  
The Other ◽  
Rating Task ◽  
Video Clips ◽  
Other Hand ◽  
Description Task

This study examined whether there were parental state differences in interpretations of infants’ behaviours as associated with some mental states. Parents, nonparent women, and nonparent men were shown video clips that displayed several infant behaviours (e.g., playing with his/her mother). Then they were given two tasks. In a rating task, participants were asked to rate the likelihood of the filmed infant to have a mental state. On the other hand, in a description task, participants were instructed to explicitly describe the filmed infants’ mental state in an open-ended manner. Importantly, all participants were asked to report the meaning of infants’ behaviour in specific acts from the same set of infants’ behaviours (e.g., the infants saw mother’s face and smiled). The results revealed that parents and nonparent women significantly higher rated that infants were likely to express a mental state in the rating task than nonparent men did. On the other hand, parents were more likely to describe the filmed infants’ mental states in the description task than nonparent women and nonparent men did. Results suggest that parents interpret more meanings from infants’ behaviours compared to nonparents, even when both parents and nonparents equally focused on infants’ behaviours.

scholarly journals “Die siel van die mier”: Reflections on the battle for ‘scholarly’ intelligence

2015 ◽  
Vol 11 (2) ◽  
Author(s):  
Martin Olivier
Keyword(s):  
Artificial Intelligence ◽  
Problem Solving ◽  
20Th Century ◽  
Tertiary Education ◽  
The Other ◽  
Problem Solving Skills ◽  
Research Programmes ◽  
The Individual ◽  
Human Problem ◽  
Current Emphasis

This essay traces two research programmes in broad strokes. Both programmes start from the same observation — the behaviour of an ant (or termite) colony and the ability of the ant colony to act in a collective manner to achieve goals that the individual ant cannot. For one programme such behaviour is indicative of intelligence; for the other it is indicative of (collective) instinct. The primary intention of the essay is not to assess the claims of intelligence found, but to consider the rationale of the researchers involved in the two programmes for doing such research. It is observed that virtue in one programme is understanding (with the concomitant ability to explain — and, hence, teach), while the primary virtue in the other programme is the utility — and ultimately efficiency — that this may add to human problem solving skills. The two programmes used as illustration are Eugène Marais’s study of termites in the first half of the 20th century and the emergence of artificial intelligence projects that are inspired by ant behaviour in the second half of the 20th century. The essay suggests that the current emphasis of inquiry at tertiary education institutions embraces utility to the extent that it displaces pure insight — and hence the ability to explain and, ultimately, the ability to teach.

Promoting Innovation in the Workplace: The Internal Proposal

2002 ◽  
Vol 65 (4) ◽  
pp. 8-18 ◽  
Author(s):  
Laura Reave
Keyword(s):  
Problem Solving ◽  
Real World ◽  
The Other ◽  
Problem Solving Skills ◽  
Future Career ◽  
Other Hand ◽  
Academic Courses

Today's managers expect employees to be able to contribute not just their labor but also their analysis and ideas, yet little training is provided for writing the major document that contains such ideas: the internal proposal. Business and academic textbooks, as well as academic courses, focus almost entirely on external propos als, which are most appropriate in areas such as consulting and sales. The internal proposal (also known as the justification report), on the other hand, is applicable for almost any student's future career. It provides an opportunity for students to develop the competence and confidence to express their ideas in the workplace, encouraging them to demonstrate awareness and initiative, utilize problem-solving skills, and create a persuasive strategy. Because students are motivated to com plete this real-world assignment, it also inspires some of their best work.

scholarly journals Are the Mental State Verbs Important For Roma Children’s Understanding of False Belief Task

2020 ◽  
Vol 27 (1) ◽  
pp. 181-194
Author(s):  
Hristo Kyuchukov
Keyword(s):  
Theory Of Mind ◽  
Home Environment ◽  
Mental State ◽  
Physical State ◽  
Mental States ◽  
The Other ◽  
Simple Sentence ◽  
Complex Sentences ◽  
Factors Influencing ◽  
Very High

Objectives. The aim of the paper is to analyze the process of acquisition of mental state verbs in Romani and in Bulgarian langauges simultaneously by bilingual Roma children. The mental state verbs help the children to understand the Fals Belief Tasks, which predict the Theory of Mind. The theory of mind from other side is important for understanding the intentions, desires, jokes, motivations of others and what are the factors influencing the development of theory of mind Research methods and techniques. Two Roma children from Bulgaria (1 boy and 1 girl) aged 1;0 – 3;0 years were audiorecorded longitudinally in their natural home environment. According to M. Taumoepeau and T. Ruffman (2006), the mental state verbs can be grouped in different categories, showing different states: mental states, physical states, emotions, perception and cognition. The acquired verbs are analyzed qualitatively and quantitatively. Results. The data shows that some mental state verbs are acquired in Romani and others in Bulgarian. The factors influencing the acquisition of part of the verbs in Romani and the other part in Bulgarian are analyzed. Mental state verbs are important for the cognitive development of the children. The results show that the the boy uses 100% Romani mental state verbs: very high number of verbs are related to (1) mental states, e.g.: mangav (want), dehav (love), arakhav (care about), džanav (know); (2) emotions: xavxoli (angry), khanile (feeling bad); (3) physical state, e.g.: dukhal (hurt), rovav (cry); (4) sense, such as: dikh (look). The girl uses 89.0% mental state verbs in Romani and 19.0% in Bulgarian language. The learned verbs by her are related to mental state from Romani: mangav (want), džanav (know), darav (be afraid) and from Bulgarian: obicham (love), znam (know), iskam (want). The other verbs from the field of emotions, physical state and sense are from Romani. Conclusions. The resreach although limited has shown that sentences with mental state verbs in a combination with a noun phrase in a simple sentence are acquired around the age of 1;6. The more complex sentences with mental state verb and complementizer phrase are acquired around the age of 2;6 years old.

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