Relevant bibliographies by topics / Cognitive complexity theory

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cognitive complexity theory'

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Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Cognitive complexity theory"

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Happs, John C. "Cognitive Learning Theory and Classroom Complexity." Research in Science & Technological Education 3, no. 2 (1985): 159–74. http://dx.doi.org/10.1080/0263514850030109a.

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Chambers, William V. "INTEGRATIVE COMPLEXITY, COGNITIVE COMPLEXITY AND IMPRESSION FORMATION." Social Behavior and Personality: an international journal 13, no. 1 (1985): 27. http://dx.doi.org/10.2224/sbp.1985.13.1.27.

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Personal construct integrative complexity (I-C) refers to the assimilation of complex information into a system of impressions. Consistent with Kelly's (1955) theory of personal constructs, Chambers (1983; 1985) found I-C subjects tended to use a credulous approach to life and were better at resolving conflicting information in forming impressions. In similar research, Crockett et al. (1975) showed a measure of cognitive complexity (C-C) interacted with a credulous cognitive set to be predictive of conflict resolution. In the present study, I-C and C-C are compared, in interaction with cognitive set, as predictors of conflict resolution.
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Barrett, Louise, Peter Henzi, and Drew Rendall. "Social brains, simple minds: does social complexity really require cognitive complexity?" Philosophical Transactions of the Royal Society B: Biological Sciences 362, no. 1480 (2007): 561–75. http://dx.doi.org/10.1098/rstb.2006.1995.

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The social brain hypothesis is a well-accepted and well-supported evolutionary theory of enlarged brain size in the non-human primates. Nevertheless, it tends to emphasize an anthropocentric view of social life and cognition. This often leads to confusion between ultimate and proximate mechanisms, and an over-reliance on a Cartesian, narratively structured view of the mind and social life, which in turn lead to views of social complexity that are congenial to our views of ourselves, rather than necessarily representative of primate social worlds. In this paper, we argue for greater attention to embodied and distributed theories of cognition, which get us away from current fixations on ‘theory of mind’ and other high-level anthropocentric constructions, and allow for the generation of testable hypotheses that combine neurobiology, psychology and behaviour in a mutually reinforcing manner.
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Da'as, Rima'a, Sherry Ganon-Shilon, Chen Schechter, and Mowafaq Qadach. "Implicit leadership theory: principals' sense-making and cognitive complexity." International Journal of Educational Management 35, no. 3 (2021): 726–40. http://dx.doi.org/10.1108/ijem-02-2020-0086.

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PurposeThis conceptual paper explores a novel model explaining teachers' perceptions of their effective leader through the lens of implicit leadership theory (ILT), using the concepts of school principals' sense-making and cognitive complexity (CC).Design/methodology/approachThe sense-making framework and CC theory were used to explain ILT, which focuses on individuals' perceptions of leaders' prototypical and anti-prototypical attributes.FindingsThe theoretical model suggests that school principals as sense-makers with high levels of CC will be perceived by teachers as effective in terms of leadership prototypes, whereas teachers' perceptions of principals with low levels of CC will be related to leadership anti-prototypes.Research limitations/implicationsThis paper suggests a model for a multidimensional understanding of the relationship between principals' sense-making and CC and their influence on teachers' perceptions of an effective leader.Originality/valueOpening avenues for future research into employee perceptions of different leadership characteristics, this model emphasizes the cognitive aspects of school principals within implicit leadership theories. This theoretical model should be further examined empirically, and other types of CC, such as social and behavioral aspects, or affective complexity and self-complexity, should be considered.
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Ohlsson, Stellan, Andreas M. Ernst, and Ernest Rees. "The Cognitive Complexity of Learning and Doing Arithmetic." Journal for Research in Mathematics Education 23, no. 5 (1992): 441–67. http://dx.doi.org/10.5951/jresematheduc.23.5.0441.

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A theory of the cognitive processes involved in doing and learning place value arithmetic is proposed. The theory is embodied in a computer model that simulates the learning of multicolumn subtraction under one-on-one tutoring. The model is used to measure the relative difficulty of two different methods for subtraction, with either a conceptual or a procedural representation. The model predicts that regrouping is more difficult to learn than an alternative method, particularly in a conceptual representation, a result that contradicts current practice in U. S. schools.
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Hendrick, Hal W. "Matching Individual and Job Complexity: Validation of Stratified Systems Theory." Proceedings of the Human Factors Society Annual Meeting 30, no. 10 (1986): 999–1001. http://dx.doi.org/10.1177/154193128603001013.

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Stratified systems theory holds that hierarchical differentiation of jobs in organizations differ systematically in their cognitive complexity requirements, and that managers perform most effectively and are happiest when their own complexity level matches that of their position. In the present study, the cognitive complexity level of 22 hotel managers was assessed, and their potential for promotion to Area Manager was evaluated. The relationship between the two was significant beyond .01. Of the seven who were actually promoted during a three-year period, all but two were high on complexity. One of the two low on complexity later was demoted.
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FU, Frank, and Lena FUNG. "Cognitive Complexity: A Profile of Pre-Service Recreation Managers." Asian Journal of Physical Education & Recreation 5, no. 2 (1999): 65–66. http://dx.doi.org/10.24112/ajper.51232.

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The quest to identify factors responsible for efficient and effective organisation behaviour has led to the growth of a body of literature known as leadership research, and a recurring theme of interest include that of leadership attributes. This study aims to make a contribution to this area of work by providing a profile on the cognitive disposition of "cognitive complexity" of a group of pre-service recreation managers. Garder (1986) made the distinction between "leader managers" and "routine managers" by asserting that the former possess qualities which allow them to exhibit what Bass (1985) calls "Transformational Leadership". For some years, leadership research has been trying to produce explanatory accounts for efficient and effective leadership behaviours and it appears that a more recent theory of its kind is the transformational leadership theory proposed by Bass (1985). Hater and Bass (1988) suggested that transformational leaders should exhibit superior performance ability in making judgement, decisions, and analysis. Kotter (1990) further added that the ability to "gather a broad range of data and look for patterns, relationships, and linkages that help explain things" (p. 104) is one important but basic element for becoming an exceptional leader. Given that these are the behavioural outcomes of "manager leaders", a question of interest would be to identify the cognitive dispositions responsible for these overt behaviours. Cognitive complexity, a cognitive disposition, has been defined as a person's "capacity to construe social behaviour in a multidimensional way" (Bieri, Atkins, Briar, Leaman, Miller, & Tripodi, 1975, p. 185). This suggests that level of cognitive complexity may have a bearing on a person's ability to process multidimensional information such that a cognitively more complex person may have a more differentiated perception of a person, object, or situation than a cognitively less complex person. Within these premises, it could be argued that level of cognitive complexity, acting as a mediator in the input-output process of cognitive functions, may also influence an individual's cognitive outcomes. In fact, this contention finds support in previous studies such as those by Tripodi and Bieri (1964), Hale (1980) and Kishor (1990) which had identified a positive relationship between level of cognitive complexity and superior cognitive outcomes. In a more recent study, Spengler and Strohmer (1994) compared high and low scorers of a cognitive complexity test and found that individuals with lower cognitive complexity scores were more likely to form biased judgements. Given the influence of cognitive complexity in making judgements and appraisals and the administrative challenges faced by today's recreation managers, the need to preview the status of this cognitive disposition among future recreation leaders is tempting. For a practical and application viewpoint, information from this study might provide some insight into impending programme needs and directions for future foci. (Abstract taken from Introduction)
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Saler, Benson. "Theory and Criticism: The Cognitive Science of Religion." Method & Theory in the Study of Religion 22, no. 4 (2010): 330–39. http://dx.doi.org/10.1163/157006810x531111.

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AbstractAfter describing what the author regards as important and commendable characteristics of the current cognitive science of religion, the author contends that future theorizing ought to take account of mounting criticisms of cognitive-evolutionary theories of religion. That is especially so when criticism recognizes the great complexity of what we conventionally mean by the term “religion” and when it suggests that monochromatic theorizing is likely to prove inadequate for explaining the existence of polychromatic phenomena. Indeed, monochromatic perspectives tend to confine or impoverish our understandings of religion. Future theorizing about religion should aim for theories that better reflect the complexity of the phenomena that they purport to explain. One possibility, based on an analogy to epigenetic theorizing, is described by way of providing an example.
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Coch, Donna, and Kurt W. Fischer. "Discontinuity and variability in relational complexity: Cognitive and brain development." Behavioral and Brain Sciences 21, no. 6 (1998): 834–35. http://dx.doi.org/10.1017/s0140525x98261760.

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Relational complexity theory has important virtues, but the present model omits key aspects and evidence. In contrast, skill theory specifies (1) a detailed series of developmental changes in relational complexity from birth to age 30, (2) processes of interaction of content and structure that produce variability in complexity, (3) the role of cortical development, and (4) empirical criteria for complexity levels, including developmental discontinuities. Many findings support these specifications.
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Tikkanen, Greta, and Maija Aksela. "Analysis of Finnish chemistry Matriculation Examination questions according to Cognitive Complexity." Nordic Studies in Science Education 8, no. 3 (2012): 257–68. http://dx.doi.org/10.5617/nordina.532.

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This paper presents an analysis of Finnish chemistry matriculation examination questions according to cognitive complexity. The research data consisted of 257 questions from 28 matriculation examinations between 1996 and 2009. Qualitative approach and theory-driven content analysis method using Bloom’s revised Taxonomy of Cognitive Objectives were employed in the research. The categories of the higher-order (HOCS) and lower-order cognitive skills (LOCS) were formed on the basis of earlier research. This research was guided by the following question: What kinds of cognitive skills and knowledge do Finnish chemistry matriculation examination questions require? The research indicates that the examinations were cognitively demanding. The majority (77%) of the questions required higher-order cognitive skills. The Bloom’s revised Taxonomy of Cognitive Objectives as used in this research gives a useful way for designing or analysing chemistry summative assessment tools. All three higher-order cognitive skills (HOCS) categories should be more evenly presented in chemistry matriculation examinations.
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Dissertations / Theses on the topic "Cognitive complexity theory"

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Polk, Robert B. "A Multimodal Study on How Embodiment Relates to Perception of Complexity." Thesis, Fielding Graduate University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602706.

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<p> This preamble study asks whether amplifying our embodied knowing may heighten our ability to sense the complex adaptive patterns in our daily lives. Embodied cognitivists argue nothing that qualifies as thinking was not itself first borne of our physical engagement with the natural world. In this stance, all knowledge is seen as corporeal in nature and thus generated from our intersubjective relationships with the world about us. As such, embodied perception is believed to be direct, veridical, and unmediated by the brain alone. This study also reinforces a growing consensus that the dominant locus for perceiving complex adaptive patterns is achieved through nonconscious rather than conscious processes. Consequently, this research marries the literatures of embodied cognition, nonconscious perception, and complexity to generate an original investigation into how manipulating these relationships could improve our abilities to access, sift through, and act more wisely in the patterns that matter the most. While attempts to establish a clear empirical connection amongst these phenomena were less than conclusive, this inaugural study also makes useful contributions in (a) reframing the array of literature around embodiment into a single, monist conception called the Mind, Body, Environment (MBE) Continuum; (b) lessons learned designing macro-level empirical research into nonconscious embodied perception; (c) providing an inaugural dataset upon which to build future inquiry into this domain, and finally (d) augmenting and testing a non-traditional research methodology called distributed ethnography commensurate to the unique nature of this inquiry.</p><p>
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Morrison, Kristin M. "Impact of working memory burden and contextualization on cognitive complexity." Thesis, Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47694.

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Contextualization is often added to mathematical achievement items to place targeted mathematical operations in a real world context or in combinations with other mathematical skills. Such items may have unintended sources of difficulty, such as greater cognitive complexity than specified in the test blueprint. These types of items are being introduced to achievement exams through assessment programs such as SBAC and PARCC. Cognitive models have been created to assess sources of cognitive complexity in mathematics items, including a global model (Embretson&Daniel, 2008) and an adapted model (Lutz, Embretson,&Poggio, 2010). The current study proposes a new cognitive model structured around sources of working memory burden with an emphasis on contextualization. Full-information item response (IRT) models were applied to a state accountability test of mathematics achievement in middle school to examine impact on psychometric properties related to burden on working memory.
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Sin, Thant. "Improving Novice Analyst Performance in Modeling the Sequence Diagram in Systems Analysis: A Cognitive Complexity Approach." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/86.

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The Unified Modeling Language (UML) has quickly become the industry standard for object-oriented software development. It is being widely used in organizations and institutions around the world. However, UML is often found to be too complex for novice systems analysts. Although prior research has identified difficulties novice analysts encounter in learning UML, no viable solution has been proposed to address these difficulties. Sequence-diagram modeling, in particular, has largely been overlooked. The sequence diagram models the behavioral aspects of an object-oriented software system in terms of interactions among its building blocks, i.e. objects and classes. It is one of the most commonly-used UML diagrams in practice. However, there has been little research on sequence-diagram modeling. The current literature scarcely provides effective guidelines for developing a sequence diagram. Such guidelines will be greatly beneficial to novice analysts who, unlike experienced systems analysts, do not possess relevant prior experience to easily learn how to develop a sequence diagram. There is the need for an effective sequence-diagram modeling technique for novices. This dissertation reports a research study that identified novice difficulties in modeling a sequence diagram and proposed a technique called CHOP (CHunking, Ordering, Patterning), which was designed to reduce the cognitive load by addressing the cognitive complexity of sequence-diagram modeling. The CHOP technique was evaluated in a controlled experiment against a technique recommended in a well-known textbook, which was found to be representative of approaches provided in many textbooks as well as practitioner literatures. The results indicated that novice analysts were able to perform better using the CHOP technique. This outcome seems have been enabled by pattern-based heuristics provided by the technique. Meanwhile, novice analysts rated the CHOP technique more useful although not significantly easier to use than the control technique. The study established that the CHOP technique is an effective sequence-diagram modeling technique for novice analysts.
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Sypher, Sloan M. "Fuzzy Cognitive Maps: A Design Research Tool to Address Systems of Scaled Complexity." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin14958079287318.

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Shafenberg, Stacey Sewell Kenneth W. "Cognitive complexity and construct extremity in social and life event construing in persons with varied trauma history." [Denton, Tex.] : University of North Texas, 2006. http://digital.library.unt.edu/permalink/meta-dc-5433.

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Shafenberg, Stacey. "Cognitive Complexity and Construct Extremity in Social and Life Event Construing in Persons with Varied Trauma History." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5433/.

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The purpose of this study was to examine cognitive complexity, extremity, and the relationship between social repertory grids and life events repertory grids (LERG) in people who report a history of trauma. Effects of type of trauma on complexity and extremity scores of each type of grid were examined. Prior research into repertory grids and trauma has used only one type of grid, predominantly social grids or LERGs. Therefore, a natural, progressive step in the grid research involved investigating how individuals integrate social and life event constructs. It was hypothesized, and results show, that there is a positive correlation between complexity scores and extremity scores of social grids and LERGs. However it was not found that there was a negative correlation between trauma history and complexity scores, and that trauma acts as a moderator for cognitive complexity. Instead, it appears that the social facet of experience is key to understanding perception of traumatic experiences. Additionally, number of traumas experienced might affect social construct elaboration.
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Grobler, Schalk Willem. "Organisational structure and Elliot Jaques' stratified systems theory." Unisa, 2005. http://hdl.handle.net/10500/146.

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Conduct an exploratory study on operationally focussed managers within a South African company, using both quantitative and qualitative analysis, to determine the correlation between the required and actual levels of complexity and time-span of control at specific hierarchical levels<br>Organisational design needs to be in line with capabilities of the individual-inrole. The structure of an organization directly impacts the overall effectiveness and ultimately the success of such an organization and the number of layers required in any given hierarchy is a product of the organization’s mission (Jaques, 1989). Stratified Systems Theory (Jaques, 1989) defines work in seven strata based on a basis of decision-making complexity. The research presented here identifies a specific organisation’s current level of work based on complexity and the time-span of decision-making. Research was done in one specific geographical region of a company operating in the Supply Chain and Logistics industry in South Africa. Qualitative data collection was done by means of interviews with a defined sample group that provided an adequate cross-section of the main functions of the business, however, the sampling technique used may not provide results representative of the entire population. ii The Brunel Institute for Organisation and Social Studies’ (BIOSS) Matrix of Working Relationships was used as main basis for reporting results. The research indicates that the organisation is presently, according to Jaques Stratified Systems Theory (Jaques, 1989), operating at one level below their intended level that will allow them to effectively meet their longterm strategic objectives. The report identifies shortcomings in terms of the current capabilities of the individual-in-role and the actual work requirements, setting a foundation for further analysis of individual capabilities for effective organisational design.<br>Graduate School of Business Leadership<br>MBL
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Moss, Brender Noah. "The Meaning of Life: A Merleau-Pontian Investigation of How Living Bodies Make Sense." Thesis, Boston College, 2012. http://hdl.handle.net/2345/bc-ir:103615.

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Thesis advisor: Jeffrey Bloechl<br>This dissertation takes up Maurice Merleau-Ponty's unfinished project of developing an ontology of nature whose concepts are drawn from the phenomenon of life, rather than from human techne. I argue that the question of life has been hopelessly obscured by the collapse, in the Modern era, of the distinction between nature and artifice. We cannot hope to understand the difference between life and non-life until we understand the difference between the living body and the machine. Merleau-Ponty's constant aim was to show that the living body is not a blind mechanism, and that the body has its own endogenous sense which is not projected onto it by a disembodied consciousness. Central to these efforts were the phenomena of learning and development, and the concept of form or Gestalt. Development is what distinguishes the living body, which is an open-ended process of becoming, from the machine, whose possibilities are determined in advance by its creator. In order to conceptualize the phenomenon of development, Merleau-Ponty appropriated from psychology the concept of form (Gestalt): a dynamic, self-organizing whole that cannot be decomposed into independent parts. Where the conception of nature as mechanism implies that everything is determined in advance, Merleau-Ponty's conception of nature as Gestalt allows for the genesis of genuinely new phenomena through nature's own self- organizing movement. We would thus be able to understand the genesis of sense in nature as a process of morphogenesis--the genesis of form. However, Merleau-Ponty struggled to clarify the ontological status of form. He lacked the conceptual resources to explain form in its own terms, rather than by contrast with the decomposable wholes of human artifice. This dissertation attempts to locate these conceptual resources in the science of complexity that has emerged since Merleau- Ponty's death, and whose descriptions of complex systems are uncannily anticipated in Merleau-Ponty's writings. I take from this new science the conception of form as asymmetry or difference, and of morphogenesis as symmetry-breaking or self-differentiation. In order to investigate how meaning emerges out of form, I turn to recent work in biology and psychology that applies the concept of symmetry-breaking to the phenomena of anatomical growth and motor development. By studying the development of the living body and its behavior, I show how nature articulates itself into perceiver and perceived. In the movement of the living body, form folds back upon itself, giving rise to a new kind of meaning: a pre-reflective, motor significance that is neither mechanism nor mental representation. In Chapter One, I distinguish the living body from a machine or artifact by distinguishing between manufacturing and growth. This distinction, which seemed obvious to the Ancients, has been obscured by Modern science's pivotal decision to treat nature as if it were a product of human artifice. This decision has committed us to an atomistic ontology, which takes nature to be a synthetic whole composed of mutually indifferent parts. However, this ontology faces a basic problem, which I call the problem of form: how to explain the synthesis of indifferent atoms into the complex, harmonious wholes we observe in nature, without appealing to an intelligent designer. Nowhere is this problem more acute than in the phenomenon of anatomical development or embryogenesis. I argue that biology has been unable to explain this phenomenon in mechanical or atomistic terms: the Neo-Darwinist view of the living body as a synthetic whole determined in advance by a genetic blueprint or program has succeeded not by explaining development, but rather by ignoring it. In Chapter Two, I argue that the problem of form--and of living form in particular--can only be resolved by abandoning our atomistic ontology, and with it our synthetic understanding of form as a shape imposed on an indifferent material. Recent developments in the science of complexity have yielded a new definition of form as asymmetry or difference. On this view, the genesis of form in nature is not the synthesis of wholes out of pre-existing parts, but the self-differentiation of wholes into parts through symmetry-breaking. In order to understand how natural wholes become less symmetrical over time, I introduce three further concepts from the science of complexity: nonlinearity, stability, and instability. With these concepts in hand, I return to the problem of embryogenesis, in order to show how complex living forms can develop reliably and robustly without being determined in advance by a design or program. In Chapter Three, I turn from anatomical development to the development of behavior, in order to see how the genesis of form becomes a genesis of sense. I begin by criticizing three mechanistic theories of behavior--Behaviorism, Cognitivism, and Connectionism--which suffer from the same problem of form that plagues mechanistic theories of anatomical development. Behavior grows like an organ: by symmetry-breaking, not by synthesis. Learning is not a matter of association, but of differentiation: the perception of increasingly subtle asymmetries in the body's environment through increasingly asymmetrical movements. It is the world that teaches the organism how to move--but a world that is only revealed to the organism by its own movements. Thus the living body and its world grow together dialectically, each driving the other to become more determinate through its own increasing determinacy<br>Thesis (PhD) — Boston College, 2012<br>Submitted to: Boston College. Graduate School of Arts and Sciences<br>Discipline: Philosophy
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Nwaogu, Eze. "The Effect of Aleks on Students' Mathematics Achievement in an Online Learning Environment and the Cognitive Complexity of the Initial and Final Assessments." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/94.

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For many courses, mathematics included, there is an associated interactive e-learning system that provides assessment and tutoring. Some of these systems are classified as Intelligent Tutoring Systems. MyMathLab, Mathzone, and Assessment of LEarning in Knowledge Space (ALEKS) are just a few of the interactive e-learning systems in mathematics. In ALEKS, assessment and tutoring are based on the Knowledge Space Theory. Previous studies in a traditional learning environment have shown ALEKS users to perform equally or better in mathematics achievement than the group who did not use ALEKS. The purpose of this research was to investigate the effect of ALEKS on students’ achievement in mathematics in an online learning environment and to determine the cognitive complexity of mathematical tasks enacted by ALEKS’s initial (pretest) and final (posttest) assessments. The targeted population for this study was undergraduate students in College Mathematics I, in an online course at a private university in the southwestern United States. The study used a quasi-experimental One-Group non-randomized pretest and posttest design. Five methods of analysis and one model were used in analyzing data: t-test, correctional analysis, simple and multiple regression analysis, Cronbach’s Alpha reliability test and Webb’s depth of knowledge model. A t-test showed a difference between the pretest and posttest reports, meaning ALEKS had a significant effect on students’ mathematics achievement. The correlation analysis showed a significant positive linear relationship between the concept mastery reports and the formative and summative assessments reports meaning there is a direct relationship between the ALEKS concept mastery and the assessments. The regression equation showed a better model for predicting mathematics achievement with ALEKS when the time spent learning in ALEKS and the concept mastery scores are used as part of the model. According to Webb’s depth of knowledge model, the cognitive complexity of the pretest and posttest question items used by ALEKS were as follows: 50.5% required application of skills and concepts, 37.1% required recall of information, and 12.4% required strategic thinking: None of the questions items required extended thinking or complex reasoning, implying ALEKS is appropriate for skills and concepts building at this level of mathematics.
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Draper, Joseph Porter. "Evolving communities : adapting theories of Robert Kegan and Bernard Lonergan to intentional groups." Thesis, Boston College, 2008. http://hdl.handle.net/2345/20.

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It has been long known that groups of adults learn and enact their learning in certain ways; what is little known is how groups learn and how they develop in cognitive complexity. This dissertation proposes a theory of group cognitive development by arguing that intentional adult groups are complex and dynamic, and that they have the potential to evolve over time. Groups are complex in that they are made up of individuals within different orders of consciousness (Kegan), and they are dynamic in that different orders of consciousness interact and conflict (Lonergan) during the formation and enactment of group vision, values, and procedures. Dynamic complexity theory of group development as it is referred to in this study is grounded in Robert Kegan’s constructive developmental theory and in Bernard Lonergan’s transcendental method. While both Kegan and Lonergan attend to the growth of individuals, their theories are adapted to groups in order to understand the cognitive complexity of groups, intragroup and intergroup conflict, and the mental complexity of leader curriculum. This theory is applied to two case studies, one from antiquity in the case of the first century Corinthian community engaged in conflict with its founder, St. Paul, and in one contemporary study of American Catholic parishioners engaged in contentious dialogue with diocesan leaders from 1994 to 2004. The parish groups experienced a series of dialogues during a ten year period over the issues of parish restructuring and the priest sexual abuse crisis yielding cumulative and progressive changes in perspective-taking, responsibility-taking, and in group capacity to respond to and engage local and institutional authority figures. Group development is observed against a pedagogical backdrop that represents a mismatch between group complexity and leader expectations. In Corinth, Paul’s curriculum was significantly beyond the mental capacity of the community. In the case of Catholic parishioners the curriculum of diocesan leaders was beneath the mental capacities of most of the groups studied. It is proposed that individuals sharing the same order of consciousness, understood as cognitive constituencies, are in a dynamic relationship with other cognitive constituencies in the group that interact within an object-subject dialectic and an agency-communion dialectic. The first describes and explains the evolving cognitive complexity of group knowing, how the group does its knowing, and what it knows when it is doing it (the epistemologies of the group). This dialectic has implications for how intentional groups might be the critical factor for understanding individual growth. The second dialectic describes and explains the changing relationship between group agency, which is enacted either instrumentally or ideologically; and group communion, which is enacted ideationally. The agency-communion dialectic is held in an unstable balance in the knowing, identity, and mission of groups. With implications for the fields of adult education and learning organizations, dynamic complexity theory of group development notes predictable stages of group evolution as each cognitive constituency evolves, and notes the significance of internal and external conflict for exposing the presence of different ways of knowing and for challenging the group toward cognitive growth<br>Thesis (PhD) — Boston College, 2008<br>Submitted to: Boston College. Graduate School of Arts and Sciences<br>Discipline: Religious Education and Pastoral Ministry
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Books on the topic "Cognitive complexity theory"

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Congresso italiano di sistemica (2nd 2001 Trento, Italy). Emergence in complex, cognitive, social, and biological systems. Kluwer Academic/Plenum, 2002.

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Goertzel, Ben. From complexity to creativity: Explorations in evolutionary, autopoietic, and cognitive dynamics. Plenum Press, 1997.

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Kampis, George. Self-modifying systems in biology and cognitive science: A new framework for dynamics, information, and complexity. Pergamon Press, 1991.

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Carsetti, Arturo. Epistemic Complexity and Knowledge Construction: Morphogenesis, symbolic dynamics and beyond. Springer Netherlands, 2013.

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Drift into failure: From hunting broken components to understanding complex systems. Ashgate, 2010.

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Goertzel, Ben. Chaotic logic: Language, thought, and reality from the perspective of complex systems science. Plenum Press, 1994.

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Simplexity: Simplifying principles for a complex world. Yale University Press, 2012.

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Han, The Anh. Intention Recognition, Commitment and Their Roles in the Evolution of Cooperation: From Artificial Intelligence Techniques to Evolutionary Game Theory Models. Springer Berlin Heidelberg, 2013.

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Emergence in Complex Cognitive, Social and Biological Systems. Springer, 2002.

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Goertzel, Ben. From Complexity to Creativity: Explorations in Evolutionary, Autopoietic, and Cognitive Dynamics. Springer, 2014.

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Book chapters on the topic "Cognitive complexity theory"

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Soloviev, Vladimir, Natalia Moiseienko, and Olena Tarasova. "Complexity Theory and Dynamic Characteristics of Cognitive Processes." In Information and Communication Technologies in Education, Research, and Industrial Applications. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39459-2_11.

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Zeki, Mustafa, Fuat Balcı, Tutku Öztel, and Ahmed A. Moustafa. "Obsessive-Compulsive Tendencies and Action Sequence Complexity: An Information Theory Analysis." In Springer Series in Cognitive and Neural Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18830-6_7.

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Wronikowska, Marta Weronika. "Coping with the Complexity of Cognitive Decision-Making: The TOGA Meta-Theory Approach." In Proceedings of the European Conference on Complex Systems 2012. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00395-5_53.

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Malott, Curry Stephenson. "What Is Postformal Psychology? Toward a Theory of Critical Complexity." In Critical Pedagogy and Cognition. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0630-9_5.

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Hepenstal, Sam, and David McNeish. "Explainable Artificial Intelligence: What Do You Need to Know?" In Augmented Cognition. Theoretical and Technological Approaches. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50353-6_20.

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Abstract In domains which require high risk and high consequence decision making, such as defence and security, there is a clear requirement for artificial intelligence (AI) systems to be able to explain their reasoning. In this paper we examine what it means to provide explainable AI. We report on research findings to propose that explanations should be tailored, depending upon the role of the human interacting with the system and the individual system components, to reflect different needs. We demonstrate that a ‘one-size-fits-all’ explanation is insufficient to capture the complexity of needs. Thus, designing explainable AI systems involves careful consideration of context, and within that the nature of both the human and AI components.
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Bich, Leonardo. "Robustness and Autonomy in Biological Systems: How Regulatory Mechanisms Enable Functional Integration, Complexity and Minimal Cognition Through the Action of Second-Order Control Constraints." In History, Philosophy and Theory of the Life Sciences. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01198-7_6.

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Margrett, Jennifer A., and Celinda Reese-Melancon. "Collaborative cognition in middle and late life: Couple negotiation of everyday tasks." In Couple relationships in the middle and later years: Their nature, complexity, and role in health and illness. American Psychological Association, 2016. http://dx.doi.org/10.1037/14897-012.

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Kiel, L. Douglas, and John McCaskill. "Cognition and Complexity." In Chaos and Complexity Theory for Management. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2509-9.ch012.

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Contemporary knowledge work places create tremendous challenges for employees and managers. High levels of “cognitive capital” are required to cope with the rapidly evolving complexity of work. This chapter presents an agent-based model of the dynamics of cognitive capital in a simulated workplace. Factors such as stress, sleep insufficiency, and excessive work function to reduce the cognitive capital among workers. The cognitive capital in this microworld is tracked among agents suffering from stress, sleep insufficiency and excessive work. The authors also explore how cognitive capital changes under varying cognitive enrichment scenarios. Simulation results reveal a range of behaviors typical of complex systems, showing evidence of periods of both stability and instability. The authors also see symmetry breaking behavior as the dynamics of cognitive capital create drastic change.
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Andrade, Mariel J. P., and Clara Pereira Coutinho. "Flipped Classroom, Cognitive Flexibility Theory, and Cognitive Operators of Complexity." In Handbook of Research on TPACK in the Digital Age. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7001-1.ch010.

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Researchers have presented several training models for teachers with the goal of developing TPACK. However, it is necessary to investigate how learning theories can help in the elaboration of these models. It is also essential to use a theoretical framework that provides guidance on how to deal with this complexity involved in TPACK and teacher training. This problem motivated the investigation of how a course based on a model that uses the cognitive flexibility theory (CFT), the cognitive operators of complexity and implemented in the flipped classroom can help in the development of the TPACK. The investigation was carried out through a case study. Participants were pre-service teachers at a Brazilian university. Data analysis allowed to identify that the course helped in the development of the TPACK by the teachers and to determine the positive aspects and the difficulties faced in the implementation of the proposed model.
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"Evaluating Cognitive Complexity Measure of Processes with Weyuker Properties." In International Conference on Advanced Computer Theory and Engineering (ICACTE 2009). ASME Press, 2009. http://dx.doi.org/10.1115/1.802977.paper181.

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Conference papers on the topic "Cognitive complexity theory"

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"WEAK MEASUREMENT THEORY AND MODIFIED COGNITIVE COMPLEXITY MEASURE." In 2th International Conference on Evaluation of Novel Approaches to Software Engineering. SciTePress - Science and and Technology Publications, 2007. http://dx.doi.org/10.5220/0002585400190024.

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De Silva, D. I., N. Kodagoda, S. R. Kodituwakku, and A. J. Pinidiyaarachchi. "Analysis and enhancements of a cognitive based complexity measure." In 2017 IEEE International Symposium on Information Theory (ISIT). IEEE, 2017. http://dx.doi.org/10.1109/isit.2017.8006526.

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Alahmad, Rasha, and Lionel P. Robert. "Capturing the Complexity of Cognitive Computing Systems: Co-Adaptation Theory for Individuals." In SIGMIS-CPR '21: 2021 Computers and People Research Conference. ACM, 2021. http://dx.doi.org/10.1145/3458026.3462148.

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Dorton, Stephen, and Micah Thirey. "Effective Variety? for whom (or what)? A folk theory on interface complexity and situation awareness." In 2017 IEEE Conference on Cognitive and Computational Aspects of Situation Management (CogSIMA). IEEE, 2017. http://dx.doi.org/10.1109/cogsima.2017.7929594.

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Kelly, Diane, Jaime Arguello, Ashlee Edwards, and Wan-ching Wu. "Development and Evaluation of Search Tasks for IIR Experiments using a Cognitive Complexity Framework." In ICTIR '15: ACM SIGIR International Conference on the Theory of Information Retrieval. ACM, 2015. http://dx.doi.org/10.1145/2808194.2809465.

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Gromyko, Yury Vyacheslavovich, and Vitaly Vladimirovich Rubtsov. "The digital platform of the future school: the digital-cognitive approach against the digital-algorithmic reduction of educational practice." In 4th International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2021. http://dx.doi.org/10.20948/future-2021-21.

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The paper differentiates two approaches to digitalization of the educational practice: the digital-algorithmic approach and the digital-cognitive approach. The digital-algorithmic approach puts in correspondence pupil’s answer with described and established rules and operations to achieve “correct” responses. Application of the first approach forces students to guess right operation sequence to find the right solution. The digital-cognitive approach provides a background for modeling, visualizing and making representation of thinking acts and action for school students and teacher. Realization of the second approach aims to organize the digital educational milieu of the new generation. This the digital educational milieu supports and stimulates student work to find types of operations, the operation set and the operation sequence according to student’s understanding of the problem and grasping the situation. The model of the thinking act that is elaborated by Vasiliy Davydov as the “cell” for the interdisciplinary theory of thought processes is considered to be the core for constructing a digital educational milieu of the new generation. Described forms of thinking act with increasing complexity provides organization of digital-cognitive systems in education.
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Cha, Jianzhong, and Wei Guo. "The Methodology and Environment for Modeling and Implementation in Concurrent Engineering." In ASME 1993 Design Technical Conferences. American Society of Mechanical Engineers, 1993. http://dx.doi.org/10.1115/detc1993-0292.

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Abstract The Concurrent Design, characterized with the integration of a large scale information and knowledge environment in a Computer Integrated Manufacturing System (CIMS), will involve multidiscipline and multidomain of knowledge. This will lead to the difficulty to implement the concurrent design with the nature of complexity, integrality and systematicity in design process, which caused by the above mentioned knowledge integration. This paper, based on the fundamental theory of design processes and adopted the knowledge processing theory and techniques offered by Intelligence Engineering, has investigated: the descriptive models which represent the general framework of concurrent design processes; the cognitive models that highlights the reasoning aspect performed by group of human experts from multidisciplines in concurrent design process; the prescriptive model which is prepared for being used in an computerized automated concurrent design system; the computable model represented with the object-oriented method, which can be executed in the computer world for automated concurrent design. Also this paper developed an engineering environment of analyzing, modeling and implementing with an architecture of Integrated Intelligent Unit, borrowed from the theory of Intelligence Engineering. In a separate paper, the authors apply the above methodology to a concrete concurrent design on a mechanical system to show the feasibility and advantages of the proposed method.
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Lei, Dongxue, and Andong Lu. "A Study of Chinese Traditional Wetland Island Settlement Combining Morphological and Narrative Analyses." In 24th ISUF 2017 - City and Territory in the Globalization Age. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5895.

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A Study of Chinese Traditional Wetland Island Settlement Combining Morphological and Narrative Analyses Dongxue Lei¹, Andong Lu² School of Architecture and Urban Planning, Nanjing UniversityHankou Road 22#, Gulou District, Nanjing, ChinaE-mail: dxlei@outlook.com, andonglu@gmail.com Keywords (3-5): wetland island settlement, morphology, townscape, cognitive map Conference topics and scale: Tools of analysis in urban morphology The Lixiahe region, a low-lying wetland located to the eastern side of the Huaiyang section of the Grand Canal, is characterized by a complex hydrological environment and has changed slowly in the urbanization process. The historical town of Shagou, a representative case of island settlements in this region, has a recorded history of continuous morphological change over six hundred years. Regarding Shagou as a cultural-geographical entity, this article aims at combining morphological analysis and narrative-based cognitive mapping to revel the characteristic townscape that strongly depends on cultural-geographic complexity. Based on survey work, this article will first define distinguishable plan elements that underpins the spatial form of Shagou: 1) natural context; 2) streets system; 3) plots system, and then investigate diachronically different phases of the formation of its spatial structure. On the other hand, based on archiving and data analysis of the oral history study, this article will generate a narrative cognitive map, in terms of paths, nodes, landmarks and areas. In conjunction with fieldwork and documentary record, this study testifies that the method derived from the plan analysis developed by Conzon is applicable to the study of wetland island settlement form in China and that narrative spatial analysis provides important supplemental spatial information. A careful combination of these methods might be used for understanding culturally embedded settlement forms in China. References (100 words) Conzen, M. R. G. (1960) Alnwick, Northumberland: A Study in Town-plan Analysis (London, George Philip). Herman, D. (ed.) (2003) Narrative theory and the cognitive sciences (Center for the Study of Language and Information Publication). Whitehand, J. W. R. and Gu, K. (2007) ‘Extending the compass of plan analysis: a Chinese exploration’, Urban Morphology, 11(2), 91-109. Whitehand, J. W. R. and Gu, K. (2007) ‘Urban conservation in China: Historical development, current practice and morphological approach’, The Town Planning Review, 78(5), 643-670.
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Horvat, Saša A., Dušica D. Rodić, Tamara N. Rončević, and Mirjana D. Segedinac. "VALIDATION OF METHOD FOR THE ASSESSMENT OF COGNITIVE COMPLEXITY OF CHEMICAL TECHNOLOGY PROBLEM TASKS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.67.

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The aim of research was validation of a method for the assessment of cognitive complexity of chemical technology problem tasks. The method included an assessment of the difficulty of concepts and an assessment of their interactivity. As a research instrument for assessing performance, test of knowledge was used. Each task in the test was followed by a 5-point Likert scale for the evaluation of invested mental effort. The validity of this method was confirmed by a series of linear regression analysis where extremely high values of correlation coefficients are obtained among the examined variables: student’s performance, invested mental effort and cognitive complexity. Keywords: cognitive complexity, problem solving, chemical technology.
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Weinberger, Alfred, Jean-Luc Patry, and Sieglinde Weyringer. "Autonomy-supportive learning with VaKE (Values and Knowledge Education) in teacher education. Fostering empathy and cognitive complexity." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4978.

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The aim of this study is to examine enhanced autonomy-supportive teaching with VaKE (Values and Knowledge Education) in teacher education. VaKE is a constructivist teaching and learning approach which combines values and knowledge education, providing possibilities for autonomous learning. A quasi-experiment was applied with N = 43 pre-service teachers in an Austrian university of teacher education. The standard VaKE was compared with VaKE focusing on enhanced autonomy-supportive teaching by providing option choices. Dependent variables were the capacity to take the perspective of others (empathy) and the capacity to deal adequately with multiple sources of knowledge (cognitive complexity). The results indicate that empathy and cognitive complexity can be increased when providing enhanced cognitive autonomy support with VaKE. The main conclusion is that pre-service teachers can benefit in their moral as well as knowledge-related capacities when learning according to VaKE with provided option choices.
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Reports on the topic "Cognitive complexity theory"

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Streufert, Siegfried, and Robert W. Swezey. Aspects of Cognitive Complexity Theory and Research as Applied to a Managerial Decision Making Simulation. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada161376.

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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
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