Transcending and including diversity

DIALOGO ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 197-204
Author(s):  
Pier Luigi Lattuada
Keyword(s):  
Cognitive Process ◽  
Mental Process ◽  
Different Levels

Lead with differences is typical of the mental process itself. This paper hypothesizes that there are different levels of thinking and that in order to handle differences in a non-judgmental way by welcoming them, transcending, and including them, rather than excluding or judging them, it is necessary to tap into the supra-rational levels of thinking. A specific transpersonal outlook is expounded, characterised by a particular cognitive process called Transe-cognition, whose founding elements are Second Attention, Further Mode and Integral Thinking.

Critical Thinking in the Design Classroom: An Analysis of Student Design Reflections

2019 ◽  
Author(s):  
Emmeline Evans ◽  
Jessica Menold ◽  
Christopher McComb
Keyword(s):  
Critical Thinking ◽  
Clustering Analysis ◽  
Cognitive Process ◽  
Engineering Students ◽  
Procedural Knowledge ◽  
First Year ◽  
Reasoning Abilities ◽  
Different Levels ◽  
Insight Into ◽  
Future Growth

Abstract Within the domain of education, the term “critical thinking” is widely understood to mean the various skills that comprise an individual’s logical and reasoning abilities. It is critical that designers possess these abilities so that they can solve the complex problems of an increasingly interconnected world. In order to better understand patterns in engineering students’ critical thinking, this research applies the classifications of the 2001 revision of Bloom’s Taxonomy to 49 reflections written by first-year engineering students on a two-hour design practicum. Reflections were thematically coded to identify when students operated in different levels of the cognitive process and knowledge dimensions. Using k-means clustering analysis, genres of reflection were then determined. Four unique clusters of responses were identified. Notable trends in clusters included application and evaluation of procedural knowledge. Additionally, a difference was observed between the two largest clusters regarding deviance from the design process. While one cluster of responses generally minimized discussion of deviance, the second largest cluster emphasized this deviance, highlighting it as an opportunity for future growth. This work provides insight into how students learn design and how they communicate their learning, providing insight for instructors hoping to encourage deeper critical thinking in design courses.

scholarly journals The Elements of Executive Attention in Top Soccer Referees and Assistant Referees

2014 ◽  
Vol 40 (1) ◽  
pp. 235-243 ◽  
Author(s):  
Przemysław Pietraszewski ◽  
Robert Roczniok ◽  
Anna Maszczyk ◽  
Paweł Grycmann ◽  
Tomasz Roleder ◽  
...  
Keyword(s):  
Cognitive Process ◽  
National Level ◽  
Executive Attention ◽  
Research Results ◽  
Different Levels ◽  
Better Than

Abstract The aim of the present study was to compare executive attention of top soccer referees and assistant referees at different levels of professional attainment. The sample consisted of 53 subjects (FIFA and national level) - 30 referees and 23 assistant referees. Executive attention of assistant referees was significantly better than the referees’ (p<0.01). Furthermore, extraclass and international referees demonstrated better executive attention than the first-league referees (p<0.01). The research results have proved that referees’ executive attention differs depending on their function and professional level, as well as indicated that the quality of abilities may influence the number and correctness of decisions made during a game. This elementary cognitive process may be strongly shaped by individual’s experience and age. This finding may be instrumental in screening referees and developing criteria for recruiting future referees.

scholarly journals Depression on a Screen. “The Love Song of J. Alfred Prufrock” in the Light of Cognitive Theories of Depression

Le Simplegadi ◽  
2020 ◽  
Vol 18 (20) ◽  
pp. 35-43
Author(s):  
Angela Leonardi
Keyword(s):  
Information Processing ◽  
Cognitive Therapy ◽  
Diagnostic Criteria ◽  
Cognitive Process ◽  
Cognitive Theories ◽  
Love Song ◽  
Different Levels

This article analyses “The Love Song of J. Alfred Prufrock” in the light of the American psychiatrist A. T. Beck’s diagnostic criteria and cognitive theories for interpreting and evaluating symptoms and levels of depression. This study aims to show that many symptoms listed in Beck’s Inventory for Measuring Depression (sixteen out of twenty-one) are recognizable – at different levels of signifier and signified – in both the poetical structure and the imagery of the poem, whereas specific aspects included in Cognitive Therapy of Depression (for instance, the cognitive process defined by Beck as “Faulty Information Processing” and two crucial points of this process, “Selective abstraction” and “Arbitrary inference”) are identifiable in some of the most relevant figurative isotopies of the poem.

scholarly journals Synthesizing the legacy of Varga and Dienes

2020 ◽  
pp. 79-90
Author(s):  
András Benedek ◽  
Ágnes Tuska
Keyword(s):  
Learning Process ◽  
Cognitive Process ◽  
Philosophy Of Mathematics ◽  
Abstract Concepts ◽  
Multi Level ◽  
Different Levels ◽  
The Way

Tamás Varga worked closely with Zoltán P. Dienes to provide learners with internally related experiences of creating and discovering abstract concepts, a procedure that Dienes described as “internalized action”. In instructing the way Dienes and Varga have promoted, “multiple embodiment” and the cognitive process of the learner in unaccustomed learning situations may be different for teachers and their pupils. Addressing this difference, we outline a lesson for pre-service teachers on comparing divisibility rules in various bases with the use of Dienes’s Multibase Arithmetic Blocks as an illustration of how to interface multi-level experiences. In order to answer the didactic problem of how embodied tools augment the learning process by structuring and organizing the learners’ experiences at different levels, we point to the principles that make the synthesis of the two innovators’ methods possible. Classification: A60, B59, C30, F60, Q69, U60 Keywords: Tamás Varga, multiple embodiment, Zoltán P. Dienes’s principles, multibase arithmetic blocks, divisibility rules, manipulatives, philosophy of mathematics

The Stuff That Verbal Person-Centered Support Is Made of: Identifying Linguistic Markers of More and Less Supportive Conversations

2018 ◽  
Vol 37 (6) ◽  
pp. 656-679 ◽  
Author(s):  
Kaitlin E. Cannava ◽  
Andrew C. High ◽  
Susanne M. Jones ◽  
Graham D. Bodie
Keyword(s):  
Cognitive Process ◽  
Social Process ◽  
Word Count ◽  
Support Providers ◽  
Linguistic Markers ◽  
Computerized Analysis ◽  
Linguistic Inquiry ◽  
Different Levels ◽  
Linguistic Content

Although the functions of messages varying in verbal person centeredness (PC) are well-established, we know less about the linguistic content that differentiates messages with distinct levels of PC. This study examines the lexicon of different levels of PC comfort and seeks to ascertain whether computerized analysis can complement human coders when coding supportive conversations. Transcripts from support providers trained to enact low, moderate, or high levels of PC were subjected to the Linguistic Inquiry and Word Count (LIWC) dictionary. Results reveal that several categories in the LIWC dictionary vary systematically as a function of conversational PC level. LIWC categories, particularly pronouns, social process, cognitive process, anxiety, and anger words, reliably predict which level of the PC hierarchy an interaction represents based on whether a conversation was designed to be high, moderate, or low in PC. The implications are discussed in the context of the lexicon of conversations that vary in PC.

scholarly journals BEYOND BLOOM’S: USEFUL CONSTRUCTS FOR DEVELOPING GRADUATE ATTRIBUTE INDICATORS

2011 ◽  
Author(s):  
Susan McCahan ◽  
Lisa Romkey
Keyword(s):  
Cognitive Process ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Learning Experience ◽  
Ways Of Knowing ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Factual Knowledge ◽  
Bloom’S Taxonomy ◽  
Different Levels

What do we want our students to learn from an experience? This is the central question that underpins learning objectives. Learning objectives attempt to describe the manifestations of learning that we would like to see by the end of a learning experience (e.g. a course or a learning module). Traditionally areas of knowledge that are the target of learning objectives are described as domains. Typically knowledge is described as cognitive, affective, or psychomotor and there are other domains such as interpersonal1-4. The domain describes the nature of the learning. Has the student learned a new cognitive process, or learned to care about something new? The organization of learning into these domains helps us to make sense of the types of knowledge that our students are learning. A domain is like a country, it defines a piece of the knowledge landscape. A taxonomy of learning attempts to map that landscape. It creates categories that describe ways of knowing. Just as a map describes the landscape using categories (e.g. roads, parks, towns), a taxonomy categorizes ways of knowing so that we can better define the manifestation of learning that we want our students to achieve. Most taxonomies are meant to be thorough maps of one domain. For example Bloom’s taxonomy describes ways of knowing within the cognitive process domain1. It attempts to categorize all of the different levels of learning in this domain. When Anderson and Krathwohl later updated Bloom’s taxonomy they added a second dimension, the knowledge dimension, which breaks apart the domain into 4 parts: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge5. Their taxonomy applies the same levels of learning (i.e. cognitive processes) to each of these four pieces of the domain. Bloom’s (or Anderson’s) do not describe everything that a student should learn. They are only meant to describe one type of learning: cognitive process. Other taxonomies map other domains and some taxonomies cut across domains.

scholarly journals Parallelism Between the Main Paradigms for Forming a Scientific and Cognitive Strategy and a Scientific-World-Viewed Culture

2020 ◽  
Vol 6 (3) ◽  
pp. 532-544
Author(s):  
I. Ashimov ◽  
Sh. Abdurakhmonov
Keyword(s):  
Cognitive Process ◽  
Cognitive Activity ◽  
Cognitive Strategy ◽  
Necessary Condition ◽  
System A ◽  
Scientific World ◽  
The Social ◽  
Relationship Of ◽  
The Relationship ◽  
Different Levels

To trace the parallelism between the main paradigms of the formation of the scientific-cognitive strategy and scientific–world–viewed culture. The traditional model of cognition does not meet modern requirements, and therefore, within the framework of the Post-nonclassical Science Strategy, there is a need for a radical restructuring of the cognitive strategy and its transition to a completely different level of methodology. The triad system A, B, C is a more spectacular scientific-cognitive system, the feature of which is the effective replenishment of knowledge of different levels and values (triad A, B, C), as a necessary condition for increasing scientific–world–viewed culture level. Each of them (triad A, B, C) does not cease to be an element of the initial integrity of the cognitive process. The regularity of the relationship of the triad A, B, C are important prerequisites for the progressive, consistent formation and development of scientific–world–viewed culture. As a result of the introduction of the concept, the technology of cognitive activity is changing at the social and individual levels. Thanks to the Idea, the provisions of the state, public and individual policies regarding the triad A, B, C and, in general, the problem of the formation of scientific–world–viewed culture are changing to one degree or another.

scholarly journals Highlights on Mental Processes in Management

2014 ◽  
Vol 35 ◽  
pp. 56-65
Author(s):  
Vladimir Modrak ◽  
Mirela Teodorescu ◽  
Daniela Gîfu
Keyword(s):  
Artificial Intelligence ◽  
Information Theory ◽  
Sigmund Freud ◽  
Cognitive Process ◽  
William James ◽  
Human Mind ◽  
Mental Event ◽  
Mental Process ◽  
Mental Processes ◽  
Daniel Dennett

Mental process or cognition process is a term often used for all the acts that people can do with their minds. These acts include perception, introspection, reasoning, creativity, imagination, memory, idea, belief, volition, and emotion. A mental event represents an instance involved in cognitive process. The perceiving of the event is different from each event depending of perceiving capacity of that instance. Along human existence, philosophers such as Aristotle, Plato, Descartes, Leibniz, Spinoza, Kant, Heidegger, Wittgenstein, Daniel Dennett and et alli. The structure of the mental process is part of psychology and psychologists such as Sigmund Freud and William James who developed essential theories about the nature of the human mind. In the last decades of the 20th and early 21st centuries the domain of cognitive science emerged and developed many varied approaches related to the description of mind and its related phenomena. The field of artificial intelligence is the possibility of non-human minds also explored, and works closely in relation with cybernetics and information theory to understand the ways in which human mental phenomena can be replicated by non-biological machines. The mental process domain is by far vast, this study is suggesting only to highlight some of aspects, subjects of thought for human being.

An aspectual contour of phrasal verb constructions with English think

2021 ◽  
Vol 57 (1) ◽  
pp. 165-193
Author(s):  
Iwona Kokorniak
Keyword(s):  
Integrated Model ◽  
Mental Process ◽  
Progressive Aspect ◽  
Additional Tool ◽  
Lexical Aspect ◽  
Verb Semantics ◽  
Verb Constructions ◽  
Main Verb ◽  
Phrasal Verb ◽  
Different Levels

Abstract In English, the internal constituency of an event is obligatorily expressed by means of non-progressive versus progressive aspect. It is also represented linguistically by means of lexical aspect, and thus verb semantics. The two types of distinctions are shown to lie at two different levels of schematicity in the Integrated Model of Aspect (IMA, Kokorniak 2018). Although particles constitute only an additional tool in aspectual profiling in English, they are very productive at the level of lexical aspect in profiling minor aspectual differences that main verb semantics and inflection cannot reflect. The particles that the verb think can be combined with include out, over, through and up. Monolingual learners’ dictionaries suggest that think out, think over and think through can be used interchangeably. Their definitions indicate that in all three cases the particles designate a careful and thorough mental process. The study presents an aspectual contour of think and the particles that the verb can be combined with, and displays that each particle constitutes an elaboration of the mental path in a slightly different way. Their semantic contribution to the aspectual verb profile is shown and located in the IMA continuum, while corpus examples depict their use.

Dependence of Intergranular Fracture on Boundary Topography and Cohesion

1973 ◽  
Vol 31 ◽  
pp. 150-151
Author(s):  
J. E. Doherty ◽  
A. F. Giamei ◽  
B. H. Kear ◽  
C. W. Steinke
Keyword(s):  
Grain Boundary ◽  
Room Temperature ◽  
Nickel Base Superalloy ◽  
Boundary Shear ◽  
Room Temperature Ductility ◽  
Solid Solution Matrix ◽  
Nickel Base ◽  
Solution Matrix ◽  
Different Levels ◽  
Base Superalloy

Recently we have been investigating a class of nickel-base superalloys which possess substantial room temperature ductility. This improvement in ductility is directly related to improvements in grain boundary strength due to increased boundary cohesion through control of detrimental impurities and improved boundary shear strength by controlled grain boundary micros true tures.For these investigations an experimental nickel-base superalloy was doped with different levels of sulphur impurity. The micros tructure after a heat treatment of 1360°C for 2 hr, 1200°C for 16 hr consists of coherent precipitates of γ’ Ni3(Al,X) in a nickel solid solution matrix.

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