Investigation on the neurophysiological correlates of similarity cognition of digital interface color and layout

To investigate and compare the common features and differences of the cognitive processes, during which interfaces with diverse similarities are evaluated, this article chose the color code and layout forms of digital interface to carry out further research. The study adopted the visual Oddball experimental paradigm that was based on the event-related potential technique and integrated the behavioral and event-related potential data to analyze the neural features of the cognitive process when two coding forms were individually processed. The result reveals that there were P300 components, elicited by the target stimuli, in both of the two experiment sessions. The average amplitude of P300 positively correlates the similarities between the target and standard stimuli, with its latency positively correlating the overall complexity of the stimuli. In the color experiment session, there was apparent visual mismatching negativity around 200 ms after the present of the target, which is related with the early attention. The empirical significance of conclusions drawn in this study is listed as follows: first, it can help to effectively evaluate the usability of guiding features in the digital interfaces through the investigation on visual mismatching negativity elicited in the early attention process; second, the amplitude and latency of the P300 component can be applied in the evaluation and filtering of design schemes, which is based on the similarities perceived in the iterative process and this would enhance efficiency of user interface designers.

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Reaction Time and Brain Waves in Omitted Stimulus Tasks

Journal of Psychophysiology ◽

10.1027/0269-8803/a000001 ◽

2010 ◽

Vol 24 (1) ◽

pp. 1-6 ◽

Cited By ~ 5

Author(s):

Oscar H. Hernández ◽

Muriel Vogel-Sprott

Keyword(s):

Reaction Time ◽

Cognitive Processes ◽

Young Male ◽

Event Related Potential ◽

Auditory Stimuli ◽

Motor Action ◽

Cognitive Component ◽

Sensory Modalities ◽

Two Measures ◽

Somatosensory Stimuli

A missing stimulus task requires an immediate response to the omission of a regular recurrent stimulus. The task evokes a subclass of event-related potential known as omitted stimulus potential (OSP), which reflects some cognitive processes such as expectancy. The behavioral response to a missing stimulus is referred to as omitted stimulus reaction time (RT). This total RT measure is known to include cognitive and motor components. The cognitive component (premotor RT) is measured by the time from the missing stimulus until the onset of motor action. The motor RT component is measured by the time from the onset of muscle action until the completion of the response. Previous research showed that RT is faster to auditory than to visual stimuli, and that the premotor of RT to a missing auditory stimulus is correlated with the duration of an OSP. Although this observation suggests that similar cognitive processes might underlie these two measures, no research has tested this possibility. If similar cognitive processes are involved in the premotor RT and OSP duration, these two measures should be correlated in visual and somatosensory modalities, and the premotor RT to missing auditory stimuli should be fastest. This hypothesis was tested in 17 young male volunteers who performed a missing stimulus task, who were presented with trains of auditory, visual, and somatosensory stimuli and the OSP and RT measures were recorded. The results showed that premotor RT and OSP duration were consistently related, and that both measures were shorter with respect to auditory stimuli than to visual or somatosensory stimuli. This provides the first evidence that the premotor RT is related to an attribute of the OSP in all three sensory modalities.

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Development of training method for vessel traffic service based on cognitive process

Cognition Technology & Work ◽

10.1007/s10111-021-00684-x ◽

2021 ◽

Author(s):

Binbing Song ◽

Hiroko Itoh ◽

Yasumi Kawamura

Keyword(s):

Cognitive Processes ◽

Cognitive Process ◽

Process Model ◽

Situational Awareness ◽

International Association ◽

Tokyo Bay ◽

Training Methods ◽

Training Method ◽

Oral Transmission ◽

Maritime Traffic

AbstractVessel traffic service (VTS) is important to protect the safety of maritime traffic. Along with the expansion of monitoring area per VTS operator in Tokyo Bay, Japan, inexperienced operators must acquire the ability to quickly and accurately detect conditions that requires attention (CRAs) from a monitoring screen. In our previous study (Song B, Itoh H, Kawamura Y, Fukuto J (2018) Analysis of Cognitive Processes of Operators of Vessel Traffic Service. In: Proceedings of the 2018 International Association of Institutes of Navigation. IAIN 2018, pp 529–534, Song et al., J Jpn Inst Navig 140:48–54, 2019), we established a task analysis method based on the assumption that the cognitive process model consists of three stages: “situational awareness”, “situation judgment”, and “decision making”. A simulation experiment was conducted for VTS operators with different levels of ability and their cognitive processes were compared based on the observation of eye movements. The results showed that the inexperienced operators’ abilities to predict situation changes were lower. And it was considered that oral transmission of the knowledge is difficult, thus new training methods are needed to help the inexperienced operators to understand the prediction methods of experienced operators. In this study, based on the cognitive process of an experienced operator, we analyzed the prediction procedures of situation changes and developed an educational tool called vessel traffic routine (VTR). The training method learning VTR aims to quickly improve inexperienced VTS operators’ abilities to predict situation changes. A simulation verification experiment of the VTR effect was conducted for four inexperienced operators, who were divided into two groups with and without prior explanation of VTR. By evaluating the cognitive processes of inexperienced operators, it was confirmed that those given prior explanations of VTR were better at detecting CRAs.

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Translation teams as cognitive systems

Cognitive Linguistic Studies ◽

10.1075/cogls.00080.ple ◽

2021 ◽

Vol 8 (2) ◽

pp. 307-327

Author(s):

Richard Pleijel

Keyword(s):

Cognitive Processes ◽

Cognitive Process ◽

Time Perspective ◽

Focal Point ◽

Translation Studies ◽

Cognitive Systems ◽

Group Level ◽

Cognitive Artifacts ◽

Archival Material

Abstract This paper aims to bring research on different forms of group-level cognition into conversation with Cognitive Translation Studies (CTS), the focal point of the paper being cognitive processes in translation teams. It is argued that an analysis of cognition in translation teams, which exhibit the properties of a cognitive system, needs to be placed on group-level. A case study of a team, translating the Hebrew Bible Book of Psalms into Swedish in the 1980’s, is presented. The empirical base for the case study consists of archival material in the form of draft translations and paratexts. The methodological question is thus raised whether, and if so in what way, cognitive processes may be analyzed retrospectively, and not only from a real time perspective. By treating the archival material as cognitive artifacts which have constituted an integral part of the team’s cognitive process, the question is tentatively answered in a favourable way. This, it is finally argued, opens up interesting possibilities for joining CTS with translator archives research, Genetic Translation Studies (GTS), and cognitive archeology.

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Transdiagnostic Cognitive Processes in Chronic Pain and Comorbid PTSD and Depression in Veterans

Annals of Behavioral Medicine ◽

10.1093/abm/kaab033 ◽

2021 ◽

Author(s):

Melissa A Day ◽

Rhonda M Williams ◽

Aaron P Turner ◽

Dawn M Ehde ◽

Mark P Jensen

Keyword(s):

Chronic Pain ◽

Depressive Symptoms ◽

Pain Intensity ◽

Cognitive Processes ◽

Cognitive Process ◽

Stress Disorder ◽

Secondary Analysis ◽

Lower Pain ◽

Depression Scales ◽

Ptsd Group

Abstract Background Chronic pain in Veterans is a major problem compounded by comorbid posttraumatic stress disorder (PTSD) and depression. Adopting a transdiagnostic framework to understanding “shared territory” among these diagnoses has the potential to inform our understanding of the underlying cognitive processes and mechanisms that transverse diagnostic boundaries. Purpose To examine the associations between pain-related cognitive processes (diversion, distancing, absorption, and openness), pain intensity, PTSD and depressive symptoms, and the extent to which Veterans with chronic pain with and without comorbid PTSD and depression engage in different/similar pain-related cognitive processes. Methods Secondary analysis of pretreatment data with a subsample (n = 147) of Veterans with chronic pain from a larger clinical trial. Pretreatment PCL-5 and PROMIS Depression scales were used to categorize participants into three groups: (a) Pain-only; (b) Pain-PTSD; and (c) Pain-PTSD-DEP. Results Compared to the Pain-only group, the Pain-PTSD and Pain-PTSD-DEP groups reported significantly greater pain intensity, PTSD and depressive symptoms, and ruminative pain absorption. The Pain-PTSD-DEP group had significantly lower pain diversion and pain openness scores. When diversion and openness were used within the Pain-PTSD-DEP group, however, they were both associated with lower pain intensity and openness was additionally associated with lower PTSD scores. However, in the Pain-PTSD group, pain openness was associated with higher depression scores. Conclusions Across increasing complexity of comorbidity profiles (i.e., one vs. two comorbid conditions), ruminative absorption with pain emerged as a cognitive process that transverses diagnoses and contributes to worse outcomes. Nonjudgmental acceptance may not be universally beneficial, potentially depending upon the nature of comorbidity profiles.

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Are the Dimensions Underlying Aesthetic and Affective Judgment the Same?

Empirical Studies of the Arts ◽

10.2190/kk5m-gam9-fffg-0bcc ◽

1998 ◽

Vol 16 (2) ◽

pp. 97-113 ◽

Cited By ~ 5

Author(s):

Rüdiger Baltissen ◽

Barbara-Maria Ostermann

Keyword(s):

Cognitive Processes ◽

Cognitive Process ◽

Dominant Factor ◽

Factor Analyses ◽

Emotional Factor ◽

Emotional Factors ◽

Affective Judgment ◽

Art Objects ◽

Emotional Pictures ◽

Main Factor

To investigate whether aesthetic and affective judgment are similar, ninety-six subjects rated twenty-four art pictures varying in theme and date of creation as well as twenty-three emotion inducing slides (IAPS) representing different emotional qualities on nine bipolar 8-point scales, e.g., warm-cold, meaningful-not meaningful. Factor analyses performed separately for each picture set revealed two basic dimensions, named cognitive and emotional factors, explaining about 60 percent of the variance. In the case of artworks, the dominant factor was constituted by cognitive scales (meaningful, interesting, simple); regarding the affective slides, the main factor was constituted by emotional scales (warm, emotional, arousing). ANOVAs confirmed the expected differences between themes and date of creation for the art picture as well as the differences between emotional qualities of the IAPS for both, the cognitive and the emotional factor. Proportion of variance of the ratings explained by gender, age, and education was low. Overall, results suggest that looking at art objects is a predominantly cognitive process requiring understanding whereas looking at emotional pictures evokes feelings with cognitive processes being only marginally involved.

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Should I stay or should I go? Evidence accumulation drives decision making in human drivers

10.31234/osf.io/p8dxn ◽

2020 ◽

Author(s):

Arkady Zgonnikov ◽

David Abbink ◽

Gustav Markkula

Keyword(s):

Decision Making ◽

Cognitive Processes ◽

Cognitive Process ◽

Response Times ◽

Process Models ◽

Cognitive Mechanisms ◽

Naturalistic Decision Making ◽

Dynamic Constraints ◽

Evidence Accumulation ◽

Out Of Sample

Laboratory studies of abstract, highly controlled tasks point towards noisy evidence accumulation as a key mechanism governing decision making. Yet it is unclear whether the cognitive processes implicated in simple, isolated decisions in the lab are as paramount to decisions that are ingrained in more complex behaviors, such as driving. Here we aim to address the gap between modern cognitive models of decision making and studies of naturalistic decision making in drivers, which so far have provided only limited insight into the underlying cognitive processes. We investigate drivers' decision making during unprotected left turns, and model the cognitive process driving these decisions. Our model builds on the classical drift-diffusion model, and emphasizes, first, the drift rate linked to the relevant perceptual quantities dynamically sampled from the environment, and, second, collapsing decision boundaries reflecting the dynamic constraints imposed on the decision maker’s response by the environment. We show that the model explains the observed decision outcomes and response times, as well as substantial individual differences in those. Through cross-validation, we demonstrate that the model not only explains the data, but also generalizes to out-of-sample conditions, effectively providing a way to predict human drivers’ behavior in real time. Our results reveal the cognitive mechanisms of gap acceptance decisions in human drivers, and exemplify how simple cognitive process models can help us to understand human behavior in complex real-world tasks.

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STUDENTS’ COGNITIVE PROCESSES IN SOLVING PROBLEM RELATED TO THE CONCEPT OF AREA CONSERVATION

Journal on Mathematics Education ◽

10.22342/jme.10.1.6339.21-36 ◽

2019 ◽

Vol 10 (1) ◽

pp. 21-36 ◽

Cited By ~ 2

Author(s):

Rooselyna Ekawati ◽

Ahmad Wachidul Kohar ◽

Elly Matul Imah ◽

Siti Maghfirotun Amin ◽

Shofan Fiangga

Keyword(s):

Problem Solving ◽

Cognitive Processes ◽

Cognitive Process ◽

Low Achievers ◽

High Achievers ◽

Seventh Graders ◽

Test Results ◽

Area Formula ◽

High Achiever ◽

Cyclic Processes

This study aimed to determine the cognitive process employed in problem-solving related to the concept of area conservation for seventh graders. Two students with different mathematical ability were chosen to be the subjects of this research. Each of them was the representative of high achievers and low achievers based on a set of area conservation test. Results indicate that both samples performed more cyclic processes on formulating solution planning, regulating solution part and detecting and correcting error during the problem-solving. However, it was found that the high achiever student performed some processes than those of low achiever. Also, while the high achiever student did not predict any outcomes of his formulated strategies, the low achiever did not carry out the thought process after detecting errors of the initial solution gained. About the concept of area conservation, the finding also reveals that within the samples’ cognitive processes, the use of area formula come first before students decided to look for another strategy such as doing ‘cut-rotate-paste’ for the curved planes, which do not have any direct formula. The possible causes of the results were discussed to derive some recommendation for future studies.

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SCHOOL CHILDREN COGNITIVE PROCESSES DEVELOPMENT

International Journal For Innovative Engineering and Management Research ◽

10.48047/ijiemr/v09/i11/23 ◽

2020 ◽

pp. 117-122

Keyword(s):

Facial Expressions ◽

Cognitive Processes ◽

School Children ◽

Cognitive Process ◽

Intellectual Development ◽

Educational Process ◽

Primary School Students ◽

School Students ◽

Psychological Phenomena ◽

Level Of Activity

The purpose of the study of the psychological characteristics of the intellectual development of primary school students is to identify the problems that hinder the mastery of students in the educational process. The purpose of identifying this process directly, knowing what psychological phenomena will be in the process of learning, is also to provide some help to the teacher. First of all, it is necessary to consider mental processes and situations, the level of activity, as well as their speed. For example, some students are slow and some are fast. Some students are characterized by calmness, eye gestures, manners, facial expressions, others with weight in their movements, and facial expressions. In this article, I want to highlight the mental development of cognitive process of school children.

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The development of features in object concepts

Behavioral and Brain Sciences ◽

10.1017/s0140525x98000107 ◽

1998 ◽

Vol 21 (1) ◽

pp. 1-17 ◽

Cited By ~ 261

Author(s):

Philippe G. Schyns ◽

Robert L. Goldstone ◽

Jean-Pierre Thibaut

Keyword(s):

Cognitive Processes ◽

Category Learning ◽

Cognitive Process ◽

Conceptual Development ◽

Object Categorization ◽

Constructive Induction ◽

Fixed Space ◽

Functional Features ◽

High Level ◽

Perceptual Changes

According to one productive and influential approach to cognition, categorization, object recognition, and higher level cognitive processes operate on a set of fixed features, which are the output of lower level perceptual processes. In many situations, however, it is the higher level cognitive process being executed that influences the lower level features that are created. Rather than viewing the repertoire of features as being fixed by low-level processes, we present a theory in which people create features to subserve the representation and categorization of objects. Two types of category learning should be distinguished. Fixed space category learning occurs when new categorizations are representable with the available feature set. Flexible space category learning occurs when new categorizations cannot be represented with the features available. Whether fixed or flexible, learning depends on the featural contrasts and similarities between the new category to be represented and the individual's existing concepts. Fixed feature approaches face one of two problems with tasks that call for new features: If the fixed features are fairly high level and directly useful for categorization, then they will not be flexible enough to represent all objects that might be relevant for a new task. If the fixed features are small, subsymbolic fragments (such as pixels), then regularities at the level of the functional features required to accomplish categorizations will not be captured by these primitives. We present evidence of flexible perceptual changes arising from category learning and theoretical arguments for the importance of this flexibility. We describe conditions that promote feature creation and argue against interpreting them in terms of fixed features. Finally, we discuss the implications of functional features for object categorization, conceptual development, chunking, constructive induction, and formal models of dimensionality reduction.

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