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Journal articles on the topic 'Cognitive complexity theory'

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Published: 4 June 2021

Last updated: 3 February 2022

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1

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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2

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 cogniti

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3

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 t

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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 l

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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.

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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 (198

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8

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 impoveris

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9

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

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11

Mahn, Holbrook, Vera John-Steiner, and Mihaly Csikszentmihalyi. "Psychological Uses of Complexity Theory." American Journal of Psychology 109, no. 3 (1996): 465. http://dx.doi.org/10.2307/1423017.

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Read, Dwight, and Claes Andersson. "Cultural complexity and complexity evolution." Adaptive Behavior 28, no. 5 (2019): 329–58. http://dx.doi.org/10.1177/1059712318822298.

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We review issues stemming from current models regarding the drivers of cultural complexity and cultural evolution. We disagree with the implication of the treadmill model, based on dual-inheritance theory, that population size is the driver of cultural complexity. The treadmill model reduces the evolution of artifact complexity, measured by the number of parts, to the statistical fact that individuals with high skills are more likely to be found in a larger population than in a smaller population. However, for the treadmill model to operate as claimed, implausibly high skill levels must be ass

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Gamoneda Lanza, Amelia. "Desaprendizaje e inestabilidad. Perspectivas para una teoría cognitiva de la lectura poética." Signa: Revista de la Asociación Española de Semiótica 28 (June 28, 2019): 105. http://dx.doi.org/10.5944/signa.vol28.2019.25043.

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La lectura poética explora técnicas que rescatan procesos cognitivos básicos y aún no automatizados que todo aprendizaje lector activa. Asimismo, la lectura poética sostiene e incentiva los estados de inestabilidad cognitiva por los que ha de pasar cualquier proceso mental. Se configuran así estrategias cognitivas de desaprendizaje de automatismos y de irresolución de interpretaciones que tienen como resultado el extrañamiento y la complejidad, y que se analizarán en el contexto de un poema de Baudelaire.This poetic reading explores techniques which rediscover basic cognitive processes which u

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Graf-Vlachy, Lorenz, Jonathan Bundy, and Donald C. Hambrick. "Effects of an Advancing Tenure on CEO Cognitive Complexity." Organization Science 31, no. 4 (2020): 936–59. http://dx.doi.org/10.1287/orsc.2019.1336.

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We study how the cognitive complexity of chief executive officers (CEOs) changes during their tenures. Drawing from prior theory and research, we argue that CEOs attain gradually greater role-specific knowledge, or expertise, as their tenures advance, which yields more complex thinking. Beyond examining the main effect of CEO tenure on cognitive complexity, we consider three moderators of this relationship, each of which is expected to influence the accumulation of expertise over a CEO’s time in office: industry dynamism, industry jolts, and CEO positional power. We conduct our tests on a samp

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Karlsson, Fred. "Complexity in linguistic theorizing." Mental Lexicon 9, no. 2 (2014): 144–69. http://dx.doi.org/10.1075/ml.9.2.01kar.

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The general notion of ‘complexity’ is discussed based on foundational ideas by Herbert Simon and Nicholas Rescher. An analytic overview is provided of the ways in which language complexity has been treated in linguistic theories during the past 200 years. The Schlegel brothers, Humboldt, and Schleicher developed the first theory of complexity with their tripartition of languages into progressively complex morphological types. Humboldt also provided the principle of One Meaning – One Form (Humboldt’s Universal) which has turned out to be a widespread tendency in the simplification of morphologi

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Hendrick, Hal W. "A Sociotechnical Systems Model of Organizational Complexity and Design and its Relation to Employee Cognitive Complexity." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 53, no. 16 (2009): 1028–32. http://dx.doi.org/10.1177/154193120905301607.

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The Sociotechnical model of organizational complexity is described, including its implications for organizational design, based on the Macroergonomic Analysis of Structure method. The nature of cognitive complexity and the relationship of employee complexity to organizational complexity are summarized, including stratified systems theory and empirical examples from the author's consulting and research.

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Bosco, Francesca M., Livia Colle, and Maurizio Tirassa. "The complexity of theory of mind." Consciousness and Cognition 18, no. 1 (2009): 323–24. http://dx.doi.org/10.1016/j.concog.2008.12.007.

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Abbott, H. P. "Cognitive Literary Studies: The "Second Generation"; The Work of Fiction: Cognition, Culture, and Complexity." Poetics Today 27, no. 4 (2006): 711–22. http://dx.doi.org/10.1215/03335372-2006-009.

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Azzopardi, Carmel, and Marthese Azzopardi. "Analysing Maltese Biology Examination Questions according to Cognitive Complexity." European Journal of Teaching and Education 2, no. 4 (2020): 32–41. http://dx.doi.org/10.33422/ejte.v2i4.524.

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This paper presents an analysis of Maltese Advanced Biology examination comprehension questions according to cognitive complexity. The research data consisted of 239 questions from 20 Summer examinations: 10 National and 10 at a public post-secondary Institution between 2010 and 2019. In this research, a qualitative approach and theory-driven content analysis method using Bloom’s Revised Taxonomy of Cognitive Objectives were employed. The 121 Institution and 118 National examination questions were placed in two categories: higher-order cognitive skills (HOCS) comprising Remembering, Understand

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20

Stankov, Lazar. "Theory-based cognitive tasks for the identification of intellectually gifted students." Australian Educational and Developmental Psychologist 10, no. 2 (1993): 16–23. http://dx.doi.org/10.1017/s0816512200026833.

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AbstractThis paper argues that there is an inadequate supply of psychological tests that can be used for the assessment of intellectually gifted students. New psychological tests should be constructed for these purposes. The theories of experimental cognitive psychology which emphasize the role of capacity limitations and the importance of the construct of complexity provide a useful framework for the development of such new tests. Particularly promising has been the work with competing tasks, with tasks that place an increasing demandon the central processor (or working memory), and with task

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Kikkert, Lisette H. J., Nicolas Vuillerme, Jos P. van Campen, Bregje A. Appels, Tibor Hortobágyi, and Claudine J. C. Lamoth. "The relationship between gait dynamics and future cognitive decline: a prospective pilot study in geriatric patients." International Psychogeriatrics 30, no. 9 (2017): 1301–9. http://dx.doi.org/10.1017/s1041610217002770.

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ABSTRACTBackground:Walking ability recently emerged as a sub-clinical marker of cognitive decline. Hence, the relationship between baseline gait and future cognitive decline was examined in geriatric patients. Because a “loss of complexity” (LOC) is a key phenomenon of the aging process that exhibits in multiple systems, we propose the idea that age- and cognition-related LOC may also become manifested in gait function. The LOC theory suggests that even healthy aging is associated with a (neuro)physiological breakdown of system elements that causes a decline in variability and an overall LOC.

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22

Ngu, Bing Hiong, and Huy P. Phan. "Unpacking the Complexity of Linear Equations from a Cognitive Load Theory Perspective." Educational Psychology Review 28, no. 1 (2015): 95–118. http://dx.doi.org/10.1007/s10648-015-9298-2.

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23

Chambers, William V., and Lisa Parsley. "Cognitive Development, Integrative Complexity, and Logical Consistency of Personal Constructs." Psychology and Human Development: an international journal 2, no. 1 (1988): 7–12. http://dx.doi.org/10.2224/sbp.6389.

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The integrative complexity and logical consistency of personal constructs were examined in groups of children with mean ages of 8.5, 13.1, and 16.1 years. Consistent with Piaget's theory, the 13- and 16-year-olds were similar and demonstrated greater integrative complexity and logical consistency than the 8-year-olds did. Our results support the predicted relationships among formal operations, integrative complexity, and logical consistency.

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Peterson, Jordan B., and Joseph L. Flanders. "Complexity Management Theory: Motivation for Ideological Rigidity and Social Conflict." Cortex 38, no. 3 (2002): 429–58. http://dx.doi.org/10.1016/s0010-9452(08)70680-4.

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Bialek, William, Ilya Nemenman, and Naftali Tishby. "Predictability, Complexity, and Learning." Neural Computation 13, no. 11 (2001): 2409–63. http://dx.doi.org/10.1162/089976601753195969.

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We define predictive information Ipred(T) as the mutual information between the past and the future of a time series. Three qualitatively different behaviors are found in the limit of large observation times T: Ipred(T) can remain finite, grow logarithmically, or grow as a fractional power law. If the time series allows us to learn a model with a finite number of parameters, then Ipred(T) grows logarithmically with a coefficient that counts the dimensionality of the model space. In contrast, power-law growth is associated, for example, with the learning of infinite parameter (or non-parametric

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Nunez, Paul L. "Neocortical dynamic theory should be as simple as possible, but not simpler." Behavioral and Brain Sciences 23, no. 3 (2000): 415–32. http://dx.doi.org/10.1017/s0140525x00403250.

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EEG and synaptic action fields provide experimental and theoretical entry points into brain complexity. Such entry is distinguished from the core system of cell assemblies assumed to underlie cognitive processing. The global theory of synaptic action predicts several new properties of EEG, providing limited penetration into brain complexity.

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Repperger, Daniel W., Denise L. Aleva, Gina Thomas, Janet E. Miller, and Stephen C. Fullenkamp. "Complexity of Visual Icons Studied via Signal Detection Theory." Perceptual and Motor Skills 105, no. 1 (2007): 287–98. http://dx.doi.org/10.2466/pms.105.1.287-298.

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Two investigations on how humans perceive information from visually rendered complex objects, such as military icons (glyphs) were conducted. A signal detection theory framework was employed to evaluate the sensitivity and specificity of human subject performance. The 6 adults tested showed that as complexity increased, their accuracy in performance decreased. Study 1 showed that complex dimensions (features) could not be assigned arbitrarily. Study 2 developed a rank ordering for features of an iconic object.

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REPPERGER, DANIEL W. "COMPLEXITY OF VISUAL ICONS STUDIED VIA SIGNAL DETECTION THEORY." Perceptual and Motor Skills 105, no. 5 (2007): 287. http://dx.doi.org/10.2466/pms.105.5.287-298.

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Willinger, U., M. Schmoeger, C. Mueller, and E. Auff. "Theory of mind & cognitive flexibility." European Psychiatry 26, S2 (2011): 439. http://dx.doi.org/10.1016/s0924-9338(11)72146-0.

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Theory of mind (ToM) refers to the capacity to attribute certain independent mental states, contents and processes to others - such as desires, concepts, intentions, beliefs and emotions (Wimmer & Perner, 1983). As there is a body of research with respect to the development of ToM in children, much less is known about adult mentalizing abilities, especially regarding the relationship between cognitive functioning and ToM. The present study aims to investigate a new instrument, called ToM-Stories and its relationship to the established ToM-Picture-Test (Bruene et al. 2005) and to cognitive

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Wareham, Todd, Iris van Rooij, and Moritz Müller. "Computational complexity analysis can help, but first we need a theory." Behavioral and Brain Sciences 31, no. 4 (2008): 399–400. http://dx.doi.org/10.1017/s0140525x0800469x.

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AbstractLeech et al. present a connectionist algorithm as a model of (the development) of analogizing, but they do not specify the algorithm's associated computational-level theory, nor its computational complexity. We argue that doing so may be essential for connectionist cognitive models to have full explanatory power and transparency, as well as for assessing their scalability to real-world input domains.

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Frye, Douglas, and Philip David Zelazo. "Complexity: From formal analysis to final action." Behavioral and Brain Sciences 21, no. 6 (1998): 836–37. http://dx.doi.org/10.1017/s0140525x98281763.

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Relational complexity provides a metric for measuring task demands, and in this respect has much in common with the cognitive complexity and control theory. However, relational complexity does not account for the relative difficulty of different relational types, and appears to underestimate the importance of changes in children's ability to act on the basis of their understanding.

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Lavis, Catherine. "Enhancing Horticulture Students' Reasoning and Thinking Skills: Applying the Perry Theory to Horticulture." HortScience 40, no. 4 (2005): 1138A—1138. http://dx.doi.org/10.21273/hortsci.40.4.1138a.

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This study explored students' cognitive complexity as defined by William Perry (1970) as influenced by teaching methods promoting active involvement at a higher level of interchange than traditional lecture. Two components of this research are: 1) an understanding of Perry's theory to serve as a guide for curricula development incorporating activities to influence intellectual growth by considering the student's current Perry positions in order to encourage upward movement according to Perry's Scheme; and 2) to investigate the reliability of using the student's Learning Environment Preference

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33

Smith, John, and Chris Jenks. "Complexity, Ecology and the Materiality of Information." Theory, Culture & Society 22, no. 5 (2005): 141–63. http://dx.doi.org/10.1177/0263276405057048.

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This article contributes to understanding the effect of complexity theory on the social sciences. It analyses the relationships between complex processes of self-organization and the environment or ecology in which these dynamics take place. Two factors are prioritized: the role of information in the formation of complex structure and the development of ‘landscapes’ or topologies of possibility (and impossibility). The authors argue for an ontology that founds both material and informational structures, and for a radical continuity between the general thermodynamics of emergent complex orders,

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Csaszar, Felipe A., and James Ostler. "A Contingency Theory of Representational Complexity in Organizations." Organization Science 31, no. 5 (2020): 1198–219. http://dx.doi.org/10.1287/orsc.2019.1346.

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A long-standing question in the organizations literature is whether firms are better off by using simple or complex representations of their task environment. We address this question by developing a formal model of how firm performance depends on the process by which firms learn and use representations. Building on ideas from cognitive science, our model conceptualizes this process in terms of how firms construct a representation of the environment and then use that representation when making decisions. Our model identifies the optimal level of representational complexity as a function of (a)

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Mishra, Deepti, and Alok Mishra. "Object-Oriented Inheritance Metrics in the Context of Cognitive Complexity." Fundamenta Informaticae 111, no. 1 (2011): 91–117. http://dx.doi.org/10.3233/fi-2011-556.

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Young, John Q., Olle ten Cate, Patricia S. O'Sullivan, and David M. Irby. "Unpacking the Complexity of Patient Handoffs Through the Lens of Cognitive Load Theory." Teaching and Learning in Medicine 28, no. 1 (2016): 88–96. http://dx.doi.org/10.1080/10401334.2015.1107491.

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Halford, Graeme S., William H. Wilson, and Steven Phillips. "Relational complexity metric is effective when assessments are based on actual cognitive processes." Behavioral and Brain Sciences 21, no. 6 (1998): 848–60. http://dx.doi.org/10.1017/s0140525x98401766.

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The core issue of our target article concerns how relational complexity should be assessed. We propose that assessments must be based on actual cognitive processes used in performing each step of a task. Complexity comparisons are important for the orderly interpretation of research findings. The links between relational complexity theory and several other formulations, as well as its implications for neural functioning, connectionist models, the roles of knowledge, and individual and developmental differences, are considered.

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Cardoza, Ryan. "Cognition, Domination and Complexity: A Speculative Outline of Intersections Between Cognitive Activity and Structures of Control, and their Relation to Dynamics of Complexity and Simplicity." Dianoia: The Undergraduate Philosophy Journal of Boston College 6, no. 1 (2019): 44–60. http://dx.doi.org/10.6017/dupjbc.v6i1.11733.

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It’s a relatively common observation that the conquest of political regimes and the “promethean” expansion of human knowledge have important tendencies in common; both knowledge and political conquest are expressions of a “will to power.” This paper seeks to analyze what some of these specific tendencies are by using certain conceptual models as tools to carry out this analysis. But rather than focusing on the historical unfolding of this will to power, this paper attempts to analyze the way in which it is expressed at different ontological levels; specifically, at the levels of matter, cognit

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Morley, Stephen. "Cognitive Approaches to the Treatment of Chronic Benign Headache: A Review and Critique." Behavioural and Cognitive Psychotherapy 14, no. 4 (1986): 310–25. http://dx.doi.org/10.1017/s0141347300014932.

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Psychological treatments of headache are becoming increasingly influenced by cognitive therapy. This paper addresses three issues relevant to the development and evaluation of cognitive therapy. 1. It is argued that current assessment measures for evaluating treatment are founded on a theory of pain which is inadequate and as a result they are not sufficient for the evaluation of cognitive therapy. 2. The assumptions on which cognitive therapy for headache is based have not been verified. Recent research indicates a degree of complexity in the relationships between cognition, emotion and pain

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Bonifay, Wes, and Li Cai. "On the Complexity of Item Response Theory Models." Multivariate Behavioral Research 52, no. 4 (2017): 465–84. http://dx.doi.org/10.1080/00273171.2017.1309262.

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Dusing, Stacey C., Theresa Izzo, Leroy R. Thacker, and James Cole Galloway. "Postural Complexity Influences Development in Infants Born Preterm With Brain Injury: Relating Perception-Action Theory to 3 Cases." Physical Therapy 94, no. 10 (2014): 1508–16. http://dx.doi.org/10.2522/ptj.20140023.

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Background and Purpose Perception-action theory suggests a cyclical relationship between movement and perceptual information. In this case series, changes in postural complexity were used to quantify an infant's action and perception during the development of early motor behaviors. Case Description Three infants born preterm with periventricular white matter injury were included. Outcomes Longitudinal changes in postural complexity (approximate entropy of the center of pressure), head control, reaching, and global development, measured with the Test of Infant Motor Performance and the Bayley S

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Кючуков Хрісто and Віллєрз Джіл. "Language Complexity, Narratives and Theory of Mind of Romani Speaking Children." East European Journal of Psycholinguistics 5, no. 2 (2018): 16–31. http://dx.doi.org/10.29038/eejpl.2018.5.2.kyu.

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The paper presents research findings with 56 Roma children from Macedonia and Serbia between the ages of 3-6 years. The children’s knowledge of Romani as their mother tongue was assessed with a specially designed test. The test measures the children’s comprehension and production of different types of grammatical knowledge such as wh–questions, wh-complements, passive verbs, possessives, tense, aspect, the ability of the children to learn new nouns and new adjectives, and repetition of sentences. In addition, two pictured narratives about Theory of Mind were given to the children. The hypothes

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Donderi, Don C. "An Information Theory Analysis of Visual Complexity and Dissimilarity." Perception 35, no. 6 (2006): 823–35. http://dx.doi.org/10.1068/p5249.

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Amari, Shun-ichi, and Noboru Murata. "Statistical Theory of Learning Curves under Entropic Loss Criterion." Neural Computation 5, no. 1 (1993): 140–53. http://dx.doi.org/10.1162/neco.1993.5.1.140.

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The present paper elucidates a universal property of learning curves, which shows how the generalization error, training error, and the complexity of the underlying stochastic machine are related and how the behavior of a stochastic machine is improved as the number of training examples increases. The error is measured by the entropic loss. It is proved that the generalization error converges to H0, the entropy of the conditional distribution of the true machine, as H0 + m*/(2t), while the training error converges as H0 - m*/(2t), where t is the number of examples and m* shows the complexity o

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Thote, Prashant, and Gowri S. "ANALYSIS OF SENIOR SECONDARY EXAMINATION QUESTIONS ACCORDING TO REVISED BLOOMS TAXONOMY COMPLEXITY." International Journal of Research -GRANTHAALAYAH 8, no. 3 (2020): 119–27. http://dx.doi.org/10.29121/granthaalayah.v8.i3.2020.136.

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In this paper attempt is made to investigate summative examination questions of grade 11 according to cognitive complexity. Total 12 senior secondary schools grade 11 question papers of the academic year 2018-19 end exams are considered in the present study. Total 384 questions are asked. In the present study conducted - theory based content analysis and qualitative methodology is employed by using revised Bloom’s taxonomy of cognitive objectives. Higher order thinking, middle order thinking and lower order thinking skills based questions are structured. The present research is guided by resea

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Valentinov, Vladislav, and Spencer Thompson. "The supply and demand of social systems: towards a systems theory of the firm." Kybernetes 48, no. 3 (2019): 570–85. http://dx.doi.org/10.1108/k-04-2018-0178.

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PurposeThe economic theory of the firm apparently concurs with Niklas Luhmann’s theory of social systems with regard to the primary function of the firm to be complexity reduction, i.e. the alleviation of the cognitive burden on agents whose cognitive capacities are limited. At the same time, however, the theory of the firm ignores the attendant issues of societal sustainability emphasised by Luhmann. The paper aims to fill this gap.Design/methodology/approachTaking a theoretical approach, the paper builds on the conceptual construct of “the complexity-sustainability trade-off”, which combines

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Seoane, Luís F., and Ricard V. Solé. "Information theory, predictability and the emergence of complex life." Royal Society Open Science 5, no. 2 (2018): 172221. http://dx.doi.org/10.1098/rsos.172221.

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Despite the obvious advantage of simple life forms capable of fast replication, different levels of cognitive complexity have been achieved by living systems in terms of their potential to cope with environmental uncertainty. Against the inevitable cost associated with detecting environmental cues and responding to them in adaptive ways, we conjecture that the potential for predicting the environment can overcome the expenses associated with maintaining costly, complex structures. We present a minimal formal model grounded in information theory and selection, in which successive generations of

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Akai, Seiki, and Yoshiaki Nakajima. "Effects of Information Conflict and Complexity in Visual Figures on Voluntary Visual Exploration, Using Structural Information Theory." Perceptual and Motor Skills 69, no. 2 (1989): 575–78. http://dx.doi.org/10.2466/pms.1989.69.2.575.

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This study was designed to examine the effects of information conflict and complexity on voluntary visual exploration quantitatively. 31 adults viewed each of 16 slides of geometrical figures and places for as long as they wished. The stimuli had two values of information conflict and complexity which had been calculated by means of structural information theory. Free looking times indicated that only when information conflict was low, voluntary visual exploration was positively correlated with complexity. Furthermore, voluntary visual exploration correlated positively with information conflic

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Jović, Svetlana. "Evaluative devices as a narrative tool for enacting relational complexity." Narrative Inquiry 24, no. 1 (2014): 113–31. http://dx.doi.org/10.1075/ni.24.1.06jov.

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In the present article, I explore how urban youth use narrating for self-presentation as they relate to diverse contexts and audiences. Diverse narrative genres employed in this study were used as a socio-cognitive tool for looking into enactments of relational complexity — a skill of adjusting one’s communications to audiences and contexts. Thirteen adolescents were asked to narrate about the most important aspects of their lives, using two different genres and addressing two different audiences. I explored youth’s systematically varied use of psychological state expressions, as they navigate

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K.N., Shyleshchandra Gudihatti, Roopa M.S., Tanuja R., S. H. Manjula, and Venugopal K.R. "Energy aware resource allocation and complexity reduction approach for cognitive radio networks using game theory." Physical Communication 42 (October 2020): 101152. http://dx.doi.org/10.1016/j.phycom.2020.101152.

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