CogniPGA: Longitudinal Evaluation of Picture Gesture Authentication with Cognition-Based Intervention

i-com ◽  
2019 ◽  
Vol 18 (3) ◽  
pp. 237-257
Author(s):  
Christina Katsini ◽  
Nikolaos Avouris ◽  
Christos Fidas
Keyword(s):  
Cognitive Style ◽  
Cued Recall ◽  
The Other ◽  
Visual Exploration ◽  
Visual Behavior ◽  
Longitudinal Evaluation ◽  
Cognitive Characteristics ◽  
Graphical Passwords ◽  
Authentication Schemes ◽  
Password Strength

AbstractThere is evidence that the visual behavior of users when creating graphical passwords affects the password strength. Adopting a cognitive style perspective in the interpretation of the results of recent studies revealed that users, depending on their cognitive style, follow different visual exploration paths when creating graphical passwords which affected the password strength. To take advantage of the inherent abilities of people, we proposed CogniPGA, a cued-recall graphical authentication scheme where a cognition-based intervention using gaze data is applied. This paper presents the longitudinal evaluation of the proposed scheme in terms of security, memorability, and usability from a cognitive style perspective. Results strengthen the assumptions that understanding and using the inherent cognitive characteristics of users could enable the design of user-first authentication schemes, where no compromises need to be made on security for benefiting usability or the other way around.

A Study of Knowledge Construction and Mechanism of Cognitive Processing of Tibetan-Chinese Bilingual Pre-Service Teachers’

2014 ◽  
Vol 644-650 ◽  
pp. 6109-6113
Author(s):  
Jing Ling Qiu ◽  
Jing Li
Keyword(s):  
Preservice Teachers ◽  
Knowledge Management ◽  
Cognitive Style ◽  
Cognitive Processing ◽  
Questionnaire Survey ◽  
Knowledge Construction ◽  
Cognitive Characteristics

This study was based on cognitive characteristics and cognitive style of teachers in Tibet, using the questionnaire survey and other methods, carried on the investigation to many preservice teachers in Tibet, and on the basis of the theory and technology of knowledge management, explored the mechanism of Tibetan-Chinese bilingual pre-service teachers’ knowledge construction and the cognitive processing model.

Do Social Constraints Inhibit Analytical Atheism? Cognitive Style and Religiosity in Turkey

2020 ◽  
Vol 20 (1-2) ◽  
pp. 1-21
Author(s):  
Catherine L. Caldwell-Harris ◽  
Sevil Hocaoğlu ◽  
Jonathan Morgan
Keyword(s):  
Social Norms ◽  
Cognitive Style ◽  
Social Environment ◽  
Cognitive Styles ◽  
Social Pressure ◽  
Social Constraints ◽  
Bilingual Students ◽  
Cultural Contexts ◽  
Cognitive Characteristics ◽  
Analogous Effect

Abstract Recent studies claim that having an analytical cognitive style is correlated with reduced religiosity in western populations. However, in cultural contexts where social norms constrain behavior, such cognitive characteristics may have reduced influence on behaviors and beliefs. We labeled this the ‘constraining environments hypothesis.’ In a sample of 246 Muslims in Turkey, the hypothesis was supported for gender. Females face social pressure to be religious. Unlike their male counterparts, they were more religious, less analytical, and their analytical scores were uncorrelated with religiosity. We had predicted an analogous effect for the comparison between monolingual and bilingual students, since English-proficient students are exposed to a wider social environment. The bilingual students were less religious than the monolingual students, yet they were also less analytical. Thus, being analytical was not the path to lower religiosity for the bilingual students. Cognitive styles need to be studied along with social norms in a variety of cultures, to understand religion-cognition relationships.

Visual Behavior and Motor Responses of Novice and Experienced Wheelchair Tennis Players Relative to the Service Return

2007 ◽  
Vol 24 (3) ◽  
pp. 254-271 ◽  
Author(s):  
Raúl Reina ◽  
Francisco J. Moreno ◽  
David Sanz
Keyword(s):  
Three Dimensional ◽  
The Other ◽  
Two Dimensional ◽  
Visual Behavior ◽  
Tennis Players ◽  
Motor Responses

The purpose of this study was to determine visual behavior and motor responses between experienced and novice wheelchair tennis players relative to the return in tennis. Novice (n = 7) and Experienced (n = 5) wheelchair tennis players took part in the study. Two series of serves performed to the forehand and the backhand sides were examined in both groups. One series was performed in a video-based setting (two dimensional) and the other one on court (three dimensional). Experienced participants focused initially on the head/shoulders and the free-arm, while novice players focused on the expected ball toss area or followed the ball from the toss to the apex. Results suggest that the experienced players obtain useful information from racket-arm cues during the stroke phase. They also performed faster motor responses as well.

Visual Behavior in Teacher-Pupil Dyads

1976 ◽  
Vol 13 (4) ◽  
pp. 267-275
Author(s):  
Terry Hore
Keyword(s):  
Student Teachers ◽  
English Language ◽  
Average Length ◽  
Learning Task ◽  
The Other ◽  
Visual Behavior ◽  
Recent Immigrants ◽  
Dependent Variables ◽  
Main Effects ◽  
Good Facility

In order to describe the visual behavior of teacher-pupil dyads during a cooperative learning task, 57 student-teachers (32 females and 25 males) were allocated to three groups of children, 21 Australian-born, 18 immigrants with good facility with English, average length of residence in Australia 7.3 years, and 18 with restricted ability in the English language, average residence 1.2 years. The study used a 3 × 2 × 2 factorial design (group x teacher sex x child sex) with the dependent variables mutual glance and unreciprocated glances tallied and timed to provide a frequency per minute count and duration of gaze as a proportion of total time. The group containing recent immigrants shared more than twice the amount of gaze and for longer than twice the amount of time than the other two groups. No other main effects or interactions were significant.

Effects of Types of Elaboration on Children's Memories of a Story: Interaction with Academic Performance

2004 ◽  
Vol 94 (1) ◽  
pp. 291-304
Author(s):  
Hiroshi Toyota
Keyword(s):  
Academic Performance ◽  
Free Recall ◽  
Recall Performance ◽  
Second Graders ◽  
Cued Recall ◽  
The Self ◽  
The Other ◽  
Choice Condition ◽  
Incidental Memory ◽  
Academic Scores

Two experiments compared the effectiveness of three types of elaboration on incidental and intentional memory for a story: self-generated, self-choice, and experimenter-provided elaboration. In Exp. 1, using the incidental memory paradigm, second graders listened to a fantastic story and then, in the self-generated condition, answered a “why” question about a particular topic in the story. In the self-choice condition, they chose one of the alternative answers to the question and in the experimenter-provided condition, judged the appropriateness of each of two provided answers. This was followed by free-recall and cued-recall tests. Subjects were categorized into two groups, good and poor academic achievers in terms of academic scores in four subject matter areas. For good academic achievers, self-choice elaboration led to a better cued recall than the other two elaboration types. The cued-recall performance of poor achievers was not different with the three conditions. In Exp. 2, using the intentional memory paradigm, the subjects intended to learn a different story and then performed the same procedure as Exp. 1. For poor achievers, self-choice elaboration led to a worse free recall than the other elaboration types, but the free recall of good achievers was not significantly different for the three types of elaboration. The results were interpreted as showing that the effects of self-choice elaboration on incidental and intentional memory were correlated with subjects' academic performance.

Specifics of communication with schizophrenic patient

2016 ◽  
Vol 33 (S1) ◽  
pp. S580-S581
Author(s):  
S. Manojlovic ◽  
J. Nikolic-Popovic
Keyword(s):  
Conceptual Framework ◽  
Cognitive Style ◽  
Schizophrenic Patient ◽  
The Other ◽  
Behavior Control ◽  
World Communication ◽  
Competing Interest ◽  
Basic Characteristics ◽  
Adequate Communication ◽  
Independent Person

The precondition of communication with schizophrenics is knowing and understanding of their fragmented and chaotic world. Communication with the schizophrenics should respect their fear of fusion and disintegration, as well as the fear of abandoning. In communication with the schizophrenic two facts are important: the real support is accepting the bizarre existence of the patient, and the other side of the support is the capacity of the psychiatrist to understand and withstand the patient. This capacity is determined through the consistency of therapist's behavior, possibility to accept the patient's right on regression, but also the ability to offer the constancy of himself, too. The therapist is the representative of the reality whose consequence and constant presence enables him to grow up from the internal mixture of the mental presentations into an authentic, independent person, dedicated to the patient. The therapist is expected to tolerate the patient's alienation due to the fears from fusion or disintegration. A constant activity of reestablishing of contact and respect of a specific cognitive style are needed. Communication with the schizophrenics implies an explicit calling to a verbal communication that has to be understandable, and searching for the conceptual framework, which provides understanding. Basic characteristics of the adequate communication are persistence, consequence and simplicity of instructions with the norm of behavior control, as well as the clarity of the “here-and-now” situation. The therapist's understanding of the schizophrenics justifies his actions and allows taking the psychotherapeutic attitude.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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