cognitive problem
Recently Published Documents


TOTAL DOCUMENTS

162
(FIVE YEARS 40)

H-INDEX

21
(FIVE YEARS 2)

2022 ◽  
Vol 12 (1) ◽  
Author(s):  
Qingyuan Song ◽  
Wen Wang ◽  
Weiping Fu ◽  
Yuan Sun ◽  
Denggui Wang ◽  
...  

AbstractAutonomous vehicles for the intention of human behavior of the estimated traffic participants and their interaction is the main problem in automatic driving system. Classical cognitive theory assumes that the behavior of human traffic participants is completely reasonable when studying estimation of intention and interaction. However, according to the quantum cognition and decision theory as well as practical traffic cases, human behavior including traffic behavior is often unreasonable, which violates classical cognition and decision theory. Based on the quantum cognitive theory, this paper studies the cognitive problem of pedestrian crossing. Through the case analysis, it is proved that the Quantum-like Bayesian (QLB) model can consider the reasonability of pedestrians when crossing the street compared with the classical probability model, being more consistent with the actual situation. The experiment of trajectory prediction proves that the QLB model can cover the edge events in interactive scenes compared with the data-driven Social-LSTM model, being more consistent with the real trajectory. This paper provides a new reference for the research on the cognitive problem of intention on bounded rational behavior of human traffic participants in autonomous driving.


2021 ◽  
Author(s):  
Kristy L. Armitage ◽  
Alex H. Taylor ◽  
Thomas Suddendorf ◽  
Jonathan Redshaw

Author(s):  
Farhat Munir ◽  
Aizza Anwar ◽  
Daisy Mui Hung Kee

The COVID-19 pandemic has forced millions of students to stay indoors and adapt to the new normal, namely distance learning at home, placing online learning in the spotlight. However, students’ motivation for online learning and its effectiveness in skill development during the COVID-19 pandemic has not been widely studied. This study examined the relationship between students’ fear of COVID-19 and students’ social presence in online learning while investigating the parallel mediating role of student psychological motivation and cognitive problem-solving skills related to online learning. The participants were 472 university students in Malaysia and Pakistan. An online data collection technique using Google Forms was employed. Faculty members of the universities were asked to share the survey with their students. Moreover, using a snowball sampling technique, students were requested to share the survey with their friends. SPSS Statistics (Version 21)  was employed to do preliminary data analysis, AMOS (Version 21) software was used to conduct confirmatory factor analysis using a maximum likelihood estimation, and Hayes’ PROCESS model was used to examine proposed hypotheses. The results show that only cognitive problem solving mediates the relationship between fear of COVID-19 and students’ social presence in online learning in Malaysian samples. In Pakistan, cognitive problem solving and psychological motivation mediate the relationship between fear of COVID-19 and students’ social presence in online learning. The study found that developing cognitive problem-solving skills and providing psychological motivation could enhance their engagement with online learning.


Author(s):  
Miguel López-Astorga

There is a kind of logical theses that can be a cognitive problem. They are theses that are not tautologies and people tend to accept as absolutely correct. This is the case of theses such as those of Aristotle and Boethius. This paper tries to give an explanation of the reasons why this happens. The explanation is based on the theory of mental models. However, it also resorts to modal logic and the account of the ideas presented by Lenzen. Thus, relating the general framework of the theory of mental models to basic aspects of modal logic and this last account, a possible solution of the problem is proposed.


2021 ◽  
Author(s):  
Hinako Nanri ◽  
Tsukasa Yoshida ◽  
Yuya Watanabe ◽  
Hiroyuki Fujita ◽  
Misaka Kimura ◽  
...  

Abstract Background: It is unclear whether habitual green tea consumption is related to comprehensive frailty. Objective: We conducted this study to investigate this relationship among a Japanese elderly population.Methods: This was a cross-sectional study of baseline data from 2012. The study included 5668 Japanese participants (2766 men and 2902 women, aged 65 years or older). The subjects completed a validated self-administered food frequency questionnaire that included green tea consumption. We evaluated comprehensive frailty by using a 25-item Kihon Checklist (KCL), which comprised seven domains (instrumental activities of daily living [IADL], physical function, malnutrition, oral or eating function, socialization and housebound, cognitive function, and depression). Frailty was defined as a KCL score ≥7. Results: We found that higher consumption of green tea was associated with a lower risk of frailty in both sexes. Further age-stratified analysis showed that higher consumption of green tea among women was associated with a lower risk of frailty, regardless of age. In men, however, these associations were found only in the older age groups. An analysis of the association between green tea consumption and frailty subdomains showed that green tea consumption was associated with a lower risk of oral dysfunction and cognitive problem in both sexes. In addition, only in women, higher green tea consumption was inversely associated with a lower risk of IADL and mobility-related disability problems.Conclusions: Green tea consumption is inversely associated with the prevalence of comprehensive frailty in Japanese men and women. Longitudinal studies are required to confirm this association.


2021 ◽  
Vol 12 (2) ◽  
pp. 31-52
Author(s):  
Maciej B. Stępień

This article presents the cognitive error made by Helena P. Blavatsky concerning the dogma of the Immaculate Conception of Mary. Blavatsky’s error consisted in ascribing the term “Immaculate Conception” to the content of one of the basic tenets of the Christian faith, which is the Incarnation of the Lord. An additional mistake in connection with this error was the observation that it was only in the middle of the 19th century that the Church elevated this truth to the rank of dogma. The confusion of the conception of the Mother with the Incarnation of the Son, and the association of the latter with the term “Immaculate Conception” gave rise to further difficulties, when the new verse of the Litany of Loretto pointed to Mary as “immaculately conceived.” The doubled cognitive problem that H. P. Blavatsky had to face because of this led her to announce further fantastic theories about the Immaculate Conception, which were not challenged by anyone for the next 150 years. Her grave cognitive error is now widespread and responsible for the functioning in contemporary Western culture of popular expressions such as the “Immaculate Conception of Christ,” where the “immaculateness” of the conception means the absence of sexual intercourse leading to the conception of a child. As a result of the widespread use of expressions of this type the authentic content of the dogma of the Immaculate Conception of Mary remains unknown to many people. In the article, this issue is presented based on the sources, which testify to the agency of H. P. Blavatsky as regards the spread of this cognitive error in the Western culture.


Author(s):  
Lucy Barnes ◽  
Timothy Hicks

Abstract Public opinion on complex policy questions is shaped by the ways in which elites simplify the issues. Given the prevalence of metaphor and analogy as tools for cognitive problem solving, the deployment of analogies is often proposed as a tool for this kind of influence. For instance, a prominent explanation for the acceptance of austerity is that voters understand government deficits through an analogy to household borrowing. Indeed, there are theoretical reasons to think the household finance analogy represents a most likely case for the causal influence of analogical reasoning on policy preferences. This article examines this best-case scenario using original survey data from the United Kingdom. It reports observational and experimental analyses that find no evidence of causation running from the household analogy to preferences over the government budget. Rather, endorsement of the analogy is invoked ex post to justify support for fiscal consolidation.


2021 ◽  
Vol 2 (2) ◽  
pp. 346-357
Author(s):  
Mutia Rahmi Arnelia ◽  
Syahrul Syahrul

There were some students’ problems that the writer found at MAN 4 AGAM. First, some students could not develop their ideas when writing. Second, some students were confused about using tenses. Next, some students had limited vocabulary. The last, some students were wrong in diction. This research aimed to discover the students’ problems in writing personal letters and the causes of students’ problems in writing personal letters. In this research, the researcher used mix method by using descriptive design. The mixed-method was the combination of quantitative and qualitative research. The informants of this research were the students of the XI IS-1 class,  which consisted of 19 students. The data were obtained through documentation and interview. This research found five aspects of students’ problems in writing a personal letter—the problems which percentage 18,2 % was content. The second was organization, with a percentage of 15,4 %. Next, the student's problem in grammar was 25,3 %. After that, the problem of vocabulary was 23,2 %. The last, mechanics’ problem was 17,7 %. Therefore, from the percentage, the most common of students’ problems was grammar. There were some causes why students got a problem in writing a personal letter. There was the psychological, linguistic, and cognitive problem. Thus, based on an interview with some students, the most cause of the problem was linguistic problems.


2021 ◽  
Vol 17 (2) ◽  
pp. 59-64
Author(s):  
A. Kozulin

The goal of this paper is to explore the cognitive and metacognitive skills of teachers engaged in cogni-tive training. One of the best-known stand-alone cognitive programs is "Instrumental Enrichment" (IE) developed by Feuerstein, Rand, Hoffman, and Miller. Similar to other cognitive programs, the main em-phasis on IE research has always been on the change that occurs in students' performance. Little is known of teachers' acquisition of IE problem-solving skills and even less of their metacognitive performance associated with this acquisition. In the present study, 28 teachers were pre-and post-tested before and after 90 hours of IE training. The tests included items similar but not identical to those used during the IE training. The analysis of pre-test problem solving demonstrated that a relatively large number of teachers experienced difficulty in solving at least some of the IE tasks. The even greater difficulty was observed in the teachers’ articulation of their problem-solving strategies in a written form. The comparison of pre-and post-test results indicates statistically significant improvement not only in the teachers’ cognitive problem solving but also in their metacognitive skills. These changes, however, did not reach the level of a complete cognitive or metacognitive mastery. The possible reasons for differences in the two sub-groups of teachers are discussed


Sign in / Sign up

Export Citation Format

Share Document