scholarly journals Reinstating reptiles: from clueless creatures to esteemed models of cognitive biology

Behaviour ◽  
2021 ◽  
pp. 1-20
Author(s):  
Gilles De Meester ◽  
Simon Baeckens
Keyword(s):  
Problem Solving ◽  
Social Learning ◽  
Cognitive Skills ◽  
Animal Cognition ◽  
Model Organisms ◽  
Biological Research ◽  
Special Issue ◽  
Quantity Discrimination ◽  
Cognitive Research ◽  
Research Questions

Abstract Non-avian reptiles have long been neglect in cognitive science due to their reputation as slow and inflexible learners, but fortunately, this archaic view on reptile cognition is changing rapidly. The last two decades have witnessed a renewed interest in the cognitive capacities of reptiles, and more ecologically relevant protocols have been designed to measure such abilities. Now, we appreciate that reptiles possess an impressive set of cognitive skills, including problem-solving abilities, fast and flexible learning, quantity discrimination, and even social learning. This special issue highlights current research on reptiles in cognitive biology and showcases the diversity of research questions that can be answered by using reptiles as study model. Here, we briefly address (the key results of) the contributing articles and their role in the endeavour for total inclusion of reptiles in cognitive biological research, which is instrumental for our understanding of the evolution of animal cognition. We also discuss and illustrate the promising potential of reptiles as model organisms in various areas of cognitive research.

scholarly journals The tip of the iceberg in organic chemistry classes: how do students deal with the invisible?

2015 ◽  
Vol 16 (1) ◽  
pp. 9-21 ◽  
Author(s):  
Nicole Graulich
Keyword(s):  
Organic Chemistry ◽  
Problem Solving ◽  
Cognitive Skills ◽  
Conceptual Knowledge ◽  
Chemistry Education ◽  
Scholarly Work ◽  
Related Research ◽  
Research Areas ◽  
Research Activities ◽  
Problem Solving Behavior

Organic chemistry education is one of the youngest research areas among all chemistry related research efforts, and its published scholarly work has become vibrant and diverse over the last 15 years. Research on problem-solving behavior, students' use of the arrow-pushing formalism, the investigation of students' conceptual knowledge and their cognitive skills have shaped our understanding of college students' understanding in organic chemistry classes. This review provides an overview of research efforts focusing on student's perspectives and summarizes the main results and pending questions that may guide subsequent research activities.

Psychophysiology, cognition, and political differences

2021 ◽  
Vol 40 (2) ◽  
pp. 137-141 ◽  
Author(s):  
Jordan Mansell ◽  
Allison Harell ◽  
Elisabeth Gidengil ◽  
Patrick A. Stewart
Keyword(s):  
Political Science ◽  
Life Sciences ◽  
Science Research ◽  
Open Science ◽  
Common Theme ◽  
Special Issue ◽  
The Future ◽  
Research Questions ◽  
Political Differences ◽  
Science Framework

AbstractWe introduce the Politics and the Life Sciences special issue on Psychophysiology, Cognition, and Political Differences. This issue represents the second special issue funded by the Association for Politics and the Life Sciences that adheres to the Open Science Framework for registered reports (RR). Here pre-analysis plans (PAPs) are peer-reviewed and given in-principle acceptance (IPA) prior to data being collected and/or analyzed, and are published contingent upon the preregistration of the study being followed as proposed. Bound by a common theme of the importance of incorporating psychophysiological perspectives into the study of politics, broadly defined, the articles in this special issue feature a unique set of research questions and methodologies. In the following, we summarize the findings, discuss the innovations produced by this research, and highlight the importance of open science for the future of political science research.

scholarly journals Developing a conceptual model of influences around integrated reporting, new insights and directions for future research

2017 ◽  
Vol 25 (4) ◽  
pp. 450-460 ◽  
Author(s):  
Charl de Villiers ◽  
Pei-Chi Kelly Hsiao ◽  
Warren Maroun
Keyword(s):  
Conceptual Model ◽  
Research Agenda ◽  
Design Methodology ◽  
Future Research ◽  
Special Issue ◽  
Integrated Reporting ◽  
Theoretical Frameworks ◽  
Content Type ◽  
Prior Literature ◽  
Research Questions

Purpose This paper aims to develop a conceptual model for examining the development of integrated reporting, relate the articles in this Meditari Accountancy Research special issue on integrated reporting to the model and identify areas for future research. Design/methodology/approach The paper uses a narrative/discursive style to summarise key findings from the articles in the special issue and develop a normative research agenda. Findings The findings of the prior literature, as well as the articles in this special issue, support the conceptual model developed in this paper. This new conceptual model can be used in multiple ways. Originality/value The special issue draws on some of the latest developments in integrated reporting from multiple jurisdictions. Different theoretical frameworks and methodologies, coupled with primary evidence on integrated reporting, construct a pluralistic assessment of integrated reporting, which can be used as a basis for future research. The new conceptual model developed in this paper can be used as an organising framework; a way of understanding and thinking about the various influences; a way of identifying additional factors to control for in a study; and/or a way of identifying new, interesting and underexplored research questions.

scholarly journals Memory and reflection

2021 ◽  
Vol 44 (spe2) ◽  
pp. 151-168
Author(s):  
Chienkuo Mi
Keyword(s):  
Problem Solving ◽  
Virtue Epistemology ◽  
Animal Cognition ◽  
Active Role ◽  
Careful Examination ◽  
First Order ◽  
The Past ◽  
The Analects ◽  
Normative Status ◽  
Previous Learning

Abstract: I have argued that the Analects of Confucius presents us with a conception of reflection with two components, a retrospective component and a perspective component. The former component involves hindsight or careful examination of the past and as such draws on previous learning or memory and previously formed beliefs to avoid error. The latter component is foresight, or forward looking, and as such looks to existing beliefs and factors in order to achieve knowledge. In this paper, I raise the problem of forgetting and argue that most of contemporary theories of knowledge have to face the problem and deal with the challenge seriously. In order to solve the problem, I suggest a bi-level virtue epistemology which can provide us with the best outlook for the problem-solving. I will correlate two different cognitive capacities or processes of “memory” (and “forgetting”) with the conception of reflection, and evaluate them under two different frameworks, a strict deontic framework (one that presupposes free and intentional determination) and a more loosely deontic framework (one that highlights functional and mechanical faculties). The purpose is to show that reflection as meta-cognition plays an important and active role and enjoys a better epistemic (normative) status in our human endeavors (cognitive or epistemic) than those of first-order (or animal) cognition, such as memory, can play.

scholarly journals Breaking Boundaries: Pressing Issues in Equity, Computing, and Problem-Solving in STEM Undergraduate Education

2018 ◽  
Vol 4 (1) ◽  
pp. 2-12
Author(s):  
Anna Bargagliotti ◽  
Dorothea Herreiner ◽  
Jefrey A. Phillips
Keyword(s):  
Problem Solving ◽  
Undergraduate Education ◽  
National Science Foundation ◽  
Teaching And Learning ◽  
Main Research ◽  
Science Technology ◽  
The Common ◽  
Research Questions ◽  
And Mathematics ◽  
Education Conference

The April 2017 National Science Foundation-funded Breaking the Boundaries in STEM Education conference brought together Southern California science, technology, engineering and mathematics (STEM) faculty to explore equity, problem-solving, and computing in an interdisciplinary manner. Two main research questions guided the overall scope of the conference: (1) What are the common threads across disciplines to approach the teaching and learning of skills that are relevant in STEM? (2) What are the challenges and barriers that need to be overcome in order to foster collaboration across disciplines to impact the teaching and learning of skills relevant in STEM? We describe the background of the conference and provide an overview of the questions addressed.

scholarly journals Adaptabilidade de Objetos de Aprendizagem usando Calibragem e Sequenciamento Adaptativo de Exercícios

2018 ◽  
Vol 26 (1) ◽  
pp. 70
Author(s):  
Rômulo César Silva ◽  
Alexandre Ibrahim Direne ◽  
Diego Marczal ◽  
Ana Carla Borille ◽  
Paulo Ricardo Bittencourt Guimarães ◽  
...  
Keyword(s):  
Problem Solving ◽  
Empirical Study ◽  
Cognitive Skills ◽  
Learning Objects ◽  
Skill Level ◽  
Problem Solution ◽  
Algebraic Expressions ◽  
Student Skill ◽  
Definition Of ◽  
Two Parameters

The work approaches theoretical and implementation issues of a framework for creating and executing Learning Objects (LOs) where problem-solving tasks are ordered according to the matching of two parameters, both calculated automatically: (1) student skill level and (2) problem solution difficulty. They are formally defined as algebraic expressions. The definition of skill level is achieved through a rating-based measure that resembles the ones of game mastery scales, while the solution difficulty is based on mistakes and successes of learners to deal with the problem. An empirical study based on existing students data demonstrated the suitability of the formulas. Besides, the motivational aspects of learning are considered in depth. In this sense, it is important to propose activities according to the student’s level of expertise, which is achieved through presenting students with exercises that are compatible with the difficulty degree of their cognitive skills. Also, the results of an experiment conducted with four highschool classes using the framework for the domain of logarithmic properties are presented.

scholarly journals Improving Novice Students’ Computational Thinking Skills by Problem-Solving and Metacognitive Techniques

2021 ◽  
Vol 20 (6) ◽  
pp. 88-108
Author(s):  
Nor Hasbiah Ubaidullah ◽  
Zulkifley Mohamed ◽  
Jamilah Hamid ◽  
Suliana Sulaiman ◽  
Rahmah Lob Yussof
Keyword(s):  
Problem Solving ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Metacognitive Skills ◽  
Thinking Skill ◽  
Novice Students ◽  
Programming Courses

Admittedly, the teaching and learning of programming courses in the computer science and information technology programs have been extremely challenging. Currently, most instructors depend on either the problem-solving technique or the metacognitive technique to help students develop a range of cognitive skills, including metacognitive skills, which are important in the development of a strong computational thinking skill required for 21st-century learning. Studies focusing on the practices of instructors in using both techniques are scarce, thus motivating the researchers to carry out this study. This study was based on a qualitative approach involving a case-study design in which five (5) male and five (5) female instructors were selected from 10 pre-university centers in Malaysia as the respondents and participants in an intervention program. The research instruments used were an interview checklist and intervention guidelines. As anticipated, the findings showed that the activities of each technique could only help students develop certain sub-skills of the computational thinking skill, thus underscoring the need for instructors to integrate both techniques in their teaching practices. Thus, it could be reasoned that using either the metacognitive technique or the problem-solving technique alone would not be sufficient to help students develop strong computational thinking skills, as each technique has its strengths and weaknesses. Therefore, it becomes imperative for instructors to leverage the strengths of both techniques by integrating both of them in the teaching and learning of programming courses.

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