Crossing borders: A citation analysis of connections between Cognitive Science and Educational Research … and the fields in between

2017 ◽  
Vol 26 (3) ◽  
pp. 242-255 ◽  
Author(s):  
Jan Youtie ◽  
Gregg E. A. Solomon ◽  
Stephen Carley ◽  
Seokbeom Kwon ◽  
Alan L. Porter
2019 ◽  
Vol 27 (4) ◽  
pp. 582-618
Author(s):  
Alan L. Porter ◽  
Stephen F. Carley ◽  
Caitlin Cassidy ◽  
Jan Youtie ◽  
David J. Schoeneck ◽  
...  

This is a “bottom-up” paper in the sense that it draws lessons in defining disciplinary categories under study from a series of empirical studies of interdisciplinarity. In particular, we are in the process of studying the interchange of research-based knowledge between Cognitive Science and Educational Research. This has posed a set of design decisions that we believe warrant consideration as others study cross-disciplinary research processes.


2020 ◽  
Vol 11 ◽  
Author(s):  
Giulia Gaggero ◽  
Andrea Bonassi ◽  
Sara Dellantonio ◽  
Luigi Pastore ◽  
Vahid Aryadoust ◽  
...  

The term “alexithymia” was introduced in the lexicon of psychiatry in the early ‘70s by Sifneos to outline the difficulties manifested by some patients in identifying and describing their own emotions. Since then, the construct has been broadened and partially modified. Today this describes a condition characterized by an altered emotional awareness which leads to difficulties in recognizing your own and others' emotions. In half a century, the volume of scientific products focusing on alexithymia has exceeded 5,000. Such an expansive knowledge domain poses a difficulty for those willing to understand how alexithymia research has developed. Scientometrics embodies a solution to this issue, employing computational, and visual analytic methods to uncover meaningful patterns within large bibliographical corpora. In this study, we used the CiteSpace software to examine a corpus of 4,930 publications on alexithymia ranging from 1980 to 2020 and their 100,251 references included in Web of Science. Document co-citation analysis was performed to highlight pivotal publications and major research areas on alexithymia, whereas journal co-citation analysis was conducted to find the related editorial venues and disciplinary communities. The analyses suggest that the construct of alexithymia experienced a gradual thematic and disciplinary shift. Although the first conceptualization of alexithymia came from psychoanalysis and psychosomatics, empirical research was pushed by the operationalization of the construct formulated at the end of the ‘80s. Specifically, the development of the Toronto Alexithymia Scale, currently the most used self-report instrument, seems to have encouraged both the entrance of new disciplines in the study of alexithymia (i.e., cognitive science and neuroscience) and an implicit redefinition of its conceptual nucleus. Overall, we discuss opportunities and limitations in the application of this bottom-up approach, which highlights trends in alexithymia research that were previously identified only through a qualitative, theory-driven approach.


Author(s):  
Launa Gauthier

Publisher Description: Distilling the research literature and translating the scientific approach into language relevant to a college or university teacher, this book introduces seven general principles of how students learn. The authors have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) to identify a set of key principles underlying learning, from how effective organization enhances retrieval and use of information to what impacts motivation. Integrating theory with real-classroom examples in practice, this book helps faculty to apply cognitive science advances to improve their own teaching.


2020 ◽  
Vol 43 ◽  
Author(s):  
Charles P. Davis ◽  
Gerry T. M. Altmann ◽  
Eiling Yee

Abstract Gilead et al.'s approach to human cognition places abstraction and prediction at the heart of “mental travel” under a “representational diversity” perspective that embraces foundational concepts in cognitive science. But, it gives insufficient credit to the possibility that the process of abstraction produces a gradient, and underestimates the importance of a highly influential domain in predictive cognition: language, and related, the emergence of experientially based structure through time.


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