scholarly journals Cognitive Diagnosis Modelling Incorporating Response Times and Fixation Counts: Providing A More Comprehensive and Accurate Diagnosis of Problem-Solving

2021 ◽  
Author(s):  
Peida Zhan ◽  
Kaiwen Man ◽  
Jonathan Malone
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Response Times ◽  
Simulated Data ◽  
Cognitive Diagnosis ◽  
Biometric Data ◽  
Multimodal Data ◽  
Proposed Model ◽  
Problem Solving Behavior ◽  
Visual Engagement

Problem-solving behavior consists of activities carried out by respondents, which reflect complex cognitive processes that are often systematically related to one another. To measure this variety in problem-solving behavior, biometric data including visual fixation counts (FCs), an essential eye-tracking indicator, can jointly be modeled with other types of variables reflecting different facets of problem-solving. To improve the comprehensiveness and accuracy in using such multimodal data for diagnosis of problem-solving, the present study proposes a multimodal joint cognitive diagnosis model, accounting for latent attributes, processing speed, and visual engagement by including three types of data simultaneously: response accuracy, response times, and FCs. The feasibility of the proposed model is examined by using a set of simulated data. Results indicate that utilizing FCs could improve diagnostic inferences regarding concentration, along with improving the accuracy of diagnostic classification. An empirical example is conducted to illustrate an application of the proposed model.

Effect of sleep loss on problem-solving behavior

1957 ◽  
Author(s):  
Jacqueline J. Goodnow ◽  
Irvin Rubinstein
Keyword(s):  
Problem Solving ◽  
Sleep Loss ◽  
Problem Solving Behavior

scholarly journals Experiential and Strategic Emotional Intelligence Are Implicated When Inhibiting Affective and Non-Affective Distractors: Findings from Three Emotional Flanker N-Back Tasks

2021 ◽  
Vol 9 (1) ◽  
pp. 12
Author(s):  
Ming D. Lim ◽  
Damian P. Birney
Keyword(s):  
Working Memory ◽  
Emotional Intelligence ◽  
Experimental Evidence ◽  
Cognitive Processes ◽  
Response Times ◽  
Memory Task ◽  
Low Load ◽  
Affective Information ◽  
Accuracy Rates

Emotional intelligence (EI) refers to a set of competencies to process, understand, and reason with affective information. Recent studies suggest ability measures of experiential and strategic EI differentially predict performance on non-emotional and emotionally laden tasks. To explore cognitive processes underlying these abilities further, we varied the affective context of a traditional letter-based n-back working-memory task. In study 1, participants completed 0-, 2-, and 3-back tasks with flanking distractors that were either emotional (fearful or happy faces) or non-emotional (shapes or letters stimuli). Strategic EI, but not experiential EI, significantly influenced participants’ accuracy across all n-back levels, irrespective of flanker type. In Study 2, participants completed 1-, 2-, and 3-back levels. Experiential EI was positively associated with response times for emotional flankers at the 1-back level but not other levels or flanker types, suggesting those higher in experiential EI reacted slower on low-load trials with affective context. In Study 3, flankers were asynchronously presented either 300 ms or 1000 ms before probes. Results mirrored Study 1 for accuracy rates and Study 2 for response times. Our findings (a) provide experimental evidence for the distinctness of experiential and strategic EI and (b) suggest that each are related to different aspects of cognitive processes underlying working memory.

Modeling Socio-Emotional and Cognitive Processes from Multimodal Data in the Wild

2020 ◽  
Author(s):  
Dennis Küster ◽  
Felix Putze ◽  
Patrícia Alves-Oliveira ◽  
Maike Paetzel ◽  
Tanja Schultz
Keyword(s):  
Cognitive Processes ◽  
Multimodal Data ◽  
In The Wild

scholarly journals Remote Virtual Simulation for Incident Commanders—Cognitive Aspects

2021 ◽  
Vol 11 (14) ◽  
pp. 6434
Author(s):  
Cecilia Hammar Wijkmark ◽  
Maria Monika Metallinou ◽  
Ilona Heldal
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Cognitive Processes ◽  
Research Methodology ◽  
Current Knowledge ◽  
Learning Objectives ◽  
Virtual Simulation ◽  
Practical Training ◽  
Case Research ◽  
Action Case

Due to the COVID-19 restrictions, on-site Incident Commander (IC) practical training and examinations in Sweden were canceled as of March 2020. The graduation of one IC class was, however, conducted through Remote Virtual Simulation (RVS), the first such examination to our current knowledge. This paper presents the necessary enablers for setting up RVS and its influence on cognitive aspects of assessing practical competences. Data were gathered through observations, questionnaires, and interviews from students and instructors, using action-case research methodology. The results show the potential of RVS for supporting higher cognitive processes, such as recognition, comprehension, problem solving, decision making, and allowed students to demonstrate whether they had achieved the required learning objectives. Other reported benefits were the value of not gathering people (imposed by the pandemic), experiencing new, challenging incident scenarios, increased motivation for applying RVS based training both for students and instructors, and reduced traveling (corresponding to 15,400 km for a class). While further research is needed for defining how to integrate RVS in practical training and assessment for IC education and for increased generalizability, this research pinpoints current benefits and limitations, in relation to the cognitive aspects and in comparison, to previous examination formats.

Messages of Oscillatory Correlograms: A Spike Train Model

2008 ◽  
Vol 20 (5) ◽  
pp. 1211-1238 ◽  
Author(s):  
Gaby Schneider
Keyword(s):  
Spike Train ◽  
Null Model ◽  
Simulated Data ◽  
Joint Analysis ◽  
Data Set ◽  
Proposed Model ◽  
Peak Asymmetry ◽  
Millisecond Range ◽  
Temporal Interactions ◽  
Underlying Processes

Oscillatory correlograms are widely used to study neuronal activity that shows a joint periodic rhythm. In most cases, the statistical analysis of cross-correlation histograms (CCH) features is based on the null model of independent processes, and the resulting conclusions about the underlying processes remain qualitative. Therefore, we propose a spike train model for synchronous oscillatory firing activity that directly links characteristics of the CCH to parameters of the underlying processes. The model focuses particularly on asymmetric central peaks, which differ in slope and width on the two sides. Asymmetric peaks can be associated with phase offsets in the (sub-) millisecond range. These spatiotemporal firing patterns can be highly consistent across units yet invisible in the underlying processes. The proposed model includes a single temporal parameter that accounts for this peak asymmetry. The model provides approaches for the analysis of oscillatory correlograms, taking into account dependencies and nonstationarities in the underlying processes. In particular, the auto- and the cross-correlogram can be investigated in a joint analysis because they depend on the same spike train parameters. Particular temporal interactions such as the degree to which different units synchronize in a common oscillatory rhythm can also be investigated. The analysis is demonstrated by application to a simulated data set.

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.

Verbal Interaction and Problem-Solving within Computer-Assisted Cooperative Learning Groups

1989 ◽  
Vol 5 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Alison King
Keyword(s):  
Problem Solving ◽  
Peer Group ◽  
Verbal Interaction ◽  
Computer Assisted ◽  
Theoretical Frameworks ◽  
Learning Groups ◽  
Group Problem Solving ◽  
Ability Groups ◽  
Problem Solving Behavior ◽  
Line Design

Verbal interaction and problem-solving behavior of small cooperative peer groups were observed while these groups worked on a computer-assisted (non-programming) problem-solving task. The purpose of the study was to identify problem-solving behaviors which relate to success within this context. Thirty-six fourth grade students were assigned to groups of three to form six groups of high and six of average academic ability. All groups used a nonprogramming version of Logo turtle graphics to reproduce a given line design on the computer screen. Results indicate that there was no relationship between success and ability, and that successful groups asked more task-related questions, spent more time on strategy, and reached higher levels of strategy elaboration than did unsuccessful groups. High ability groups made a greater number of long task statements than did average groups, bindings are discussed within the theoretical frameworks of social cognition and modeling. Instructional implications, including those for the development of computer-assisted learning materials for peer group problem solving, are also discussed.

Sign in / Sign up

Export Citation Format

Share Document