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Dissertations / Theses on the topic 'Cognitive science'

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Published: 4 June 2021

Last updated: 9 June 2025

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Schmitt, Wolfram. "The Cognitive View in Cognitive Science." Diss., lmu, 2006. http://nbn-resolving.de/urn:nbn:de:bvb:19-76547.

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Greenlee, Christopher Alan. "Situated Cognition, Dynamicism, and Explanation in Cognitive Science." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/46501.

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The majority of cognitive scientists today view the mind as a computer, instantiating some function mapping the inputs it gets from the environment to the gross behaviors of the organism. As a result, the emphasis in most ongoing research programmes is on finding that function, or some part of that function. Moreover, the types of functions considered are limited somewhat by the preconception that the mind must be instantiating a function that can be expressed as a computer program. I argue that research done in the last two decades suggests that we should approach cognition with as much consideration to the environment as to the inner workings of the mind. Our cognition is often shaped by the constraints the environment places on us, not just by the "inputs" we receive from it. I argue also that there is a new approach to cognitive science, viewing the mind not as a computer but as a dynamical system, which captures the shift in perspective while eliminating the requirement that cognitive functions be expressable as computer programs. Unfortunately, some advocates of this dynamical perspective have argued that we should replace all of traditional psychology and neuroscience with their new approach. In response to these advocates, I argue that we cannot develop an adequate dynamical picture of the mind without engaging in precisely those sorts of research and hypothesizing that traditional neuroscience and psychology engage in. In short, I argue that we require certain types of explanations in order to get our dynamical (or computational) theories off the ground, and we cannot get those from other dynamical (or computational) theories. Master of Arts

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Shaik, Kadir Munirah. "Enlightening Science: Addressing the Cognitive and Non-Cognitive Aspects of Science Learning." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/62b15f077f8030a2d790b4b72bc33a91600baaf09ed4f6985e88b65dd6c99d62/6070465/SHAIK_KADIR_2018_Enlightening_science_addressing_the_cognitive_and.pdf.

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Physical science (or physics) is known to be one of the least popular school curriculum domains, mainly because of its complexity. When students encounter seemingly insurmountable difficulties when learning something, they lose the motivation to continue. It has been suggested that both the cognitive (e.g., students’ conceptual understanding and achievement) and non-cognitive (e.g., psychological aspects such as academic self-concept and motivation) factors of learning are essential for helping students achieve their optimal best in a curriculum domain. However, there has not been much research, if any, which uses a dual approach to investigate both aspects of science learning. Most research focused on either the cognitive or non-cognitive aspect. Research on cognitive aspects of learning suggests that element interactivity is a useful construct with which to examine students’ cognitive processes and the complexity of learning materials. However, there has been no illustration on how an analysis of interacting elements in science learning tasks may improve learning. Studies on the effects of reducing element interactivity on students’ achievement and motivation are also scarce. Research on non-cognitive aspects of learning suggests that motivation is necessary to sustain students’ engagement in learning. However, if the complexity of learning tasks is so high that students experience repeated failures, their motivation is not sustained. Therefore, both cognitive and non-cognitive factors play a crucial role in students’ learning and both must be present to ensure an optimal learning environment. The overarching aim of this thesis is to investigate the cognitive (i.e., students’ achievement and cognitive processes in terms of element interactivity) and non-cognitive aspects (i.e., self-concept and other motivational factors) of students’ learning of science. The thesis includes five studies. The first study showed that the five main findings from past self-concept research were applicable to the Grade 7 students from Singapore selected for the study. Students’ sense of competence in a curriculum domain enhanced their future achievement in that domain only, except for physics and math, which showed interrelatedness (i.e., the enhancement was transferable from one domain to the other). The findings showed a strong interplay between academic self-concept and achievement and highlighted the important role that academic self-concept plays in determining students’ learning outcomes. Therefore, strategies to enhance students’ self-concept should be implemented in schools. The results of the second study showed strong positive correlations between students’ achievement and their motivation within a school year. Students’ Grade 6 (final primary school year) achievement did not strongly contribute to their motivation in Grade 7, indicating the importance of providing an optimal learning environment in Grade 7 for a positive start to their secondary school education. The third study showed how the interactions between the elements (i.e., element interactivity) in problem solving tasks reflect their level of complexity and how the number of operational lines that students used to solve problems could indicate their level of expertise in problem solving in that domain. This study highlighted the role of element interactivity as a planning tool for learning tasks and how teachers may use it to gain insights into students’ cognitive processes. The fourth study involved an intervention, which reduced element interactivity during science instruction, and the results revealed that students’ achievement improved, and their science self-concept was maintained. The results and implications of the first four studies were used to design a dual-approach instruction to facilitate both cognitive and non-cognitive aspects of students’ learning in the fifth and final study. The results of the final intervention study indicated that the dual-approach instruction was beneficial. The experimental group of students outperformed the comparison group in both cognitive and non-cognitive factors. Results from multiple regression analyses revealed that those who experienced the intervention not only had higher achievement than those in the comparison group in the complex problem tasks, but also had higher motivation (i.e., self-regulation, task goal, inquiry, and educational and career aspirations) and higher academic self-concept (i.e., sense of competence). This thesis demonstrates that there are strong associations and a significant interplay between students’ achievement and motivation levels (i.e., cognitive and non-cognitive aspects of learning). The analysis of learning tasks and instruction in terms of element interactivity enables the scaffolding of complex learning tasks to suit students’ cognitive levels, leading to higher achievement. Higher achievement contributes to higher motivation levels, including students’ academic self-concept. When learning environments attend to basic psychological needs (i.e., a sense of competence, autonomy, and relatedness), students’ motivation is enhanced and when motivated students experience learning that is within their ability and cognitive load capacities, their self-beliefs and motivation in the learning domain are sustained. Attention to both cognitive and non-cognitive factors in learning situations maximizes students’ learning potential and should therefore be strongly considered by educators and curriculum planners.

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Downes, Stephen Matthew. "Prospects for a cognitive science of science." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162811/.

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OÌ, Maoldomhnaigh MicheaÌl. "Cognitive stage, cognitive style, attitude and physical science option." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406231.

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Akagi, Mikio Shaun Mikuriya. "Cognition in practice| Conceptual development and disagreement in cognitive science." Thesis, University of Pittsburgh, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10183682.

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Cognitive science has been beset for thirty years by foundational disputes about the nature and extension of cognition—e.g. whether cognition is necessarily representational, whether cognitive processes extend outside the brain or body, and whether plants or microbes have them. Whereas previous philosophical work aimed to settle these disputes, I aim to understand what conception of cognition scientists could share given that they disagree so fundamentally. To this end, I develop a number of variations on traditional conceptual explication, and defend a novel explication of cognition called the sensitive management hypothesis. Since expert judgments about the extension of “cognition” vary so much, I argue that there is value in explication that accurately models the variance in judgments rather than taking sides or treating that variance as noise. I say of explications that accomplish this that they are ecumenically extensionally adequate. Thus, rather than adjudicating whether, say, plants can have cognitive processes like humans, an ecumenically adequate explication should classify these cases differently: human cognitive processes as paradigmatically cognitive, and plant processes as controversially cognitive. I achieve ecumenical adequacy by articulating conceptual explications with parameters, or terms that can be assigned a number of distinct interpretations based on the background commitments of participants in a discourse. For example, an explication might require that cognition cause “behavior,” and imply that plant processes are cognitive or not depending on whether anything plants do can be considered “behavior.” Parameterization provides a unified treatment of embattled concepts by isolating topics of disagreement in a small number of parameters. I incorporate these innovations into an account on which cognition is the “sensitive management of organismal behavior.” The sensitive management hypothesis is ecumenically extensionally adequate, accurately classifying a broad variety of cases as paradigmatically or controversially cognitive phenomena. I also describe an extremely permissive version of the sensitive management hypothesis, arguing that it has the potential to explain several features of cognitive scientific discourse, including various facts about the way cognitive scientists ascribe representations to cognitive systems.

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Svensson, Henrik. "Notions of Embodiment in Cognitive Science." Thesis, University of Skövde, Department of Computer Science, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-588.

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Cognitive science has traditionally viewed the mind as essentially disembodied, that is, the nature of mind and cognition is neither affected by the ¡Èsystem¡É it is implemented in nor affected by the environment that the system is situated in. But since the mid-1980s a new approach emerged in artificial intelligence that emphasized the importance of embodiment and situatedness and since then terms like embodied cognition, embodied intelligence have become more and more apparent in discussions of cognition. As embodied cognition has increased in interest so have the notions of embodiment and situatedness and they are not always compatible. This report has found that there are, at least, four notions of embodiment in the discussions of embodied cognition: software embodiment, physical embodiment, biological embodiment and human(oid) embodiment.

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Chada, Daniel de Magalhães. "From cognitive science to management science: two computational contributions." reponame:Repositório Institucional do FGV, 2011. http://hdl.handle.net/10438/17053.

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Submitted by Kelly Ayala (kelly.ayala@fgv.br) on 2016-09-12T12:57:06Z No. of bitstreams: 1 Chada 2011 FINAL ENTREGUE.pdf: 579283 bytes, checksum: f463590c20f51b84ba0f9357ab1a6e08 (MD5) Approved for entry into archive by Kelly Ayala (kelly.ayala@fgv.br) on 2016-09-12T12:58:17Z (GMT) No. of bitstreams: 1 Chada 2011 FINAL ENTREGUE.pdf: 579283 bytes, checksum: f463590c20f51b84ba0f9357ab1a6e08 (MD5) Approved for entry into archive by Kelly Ayala (kelly.ayala@fgv.br) on 2016-09-12T13:00:07Z (GMT) No. of bitstreams: 1 Chada 2011 FINAL ENTREGUE.pdf: 579283 bytes, checksum: f463590c20f51b84ba0f9357ab1a6e08 (MD5) Made available in DSpace on 2016-09-12T13:03:31Z (GMT). No. of bitstreams: 1 Chada 2011 FINAL ENTREGUE.pdf: 579283 bytes, checksum: f463590c20f51b84ba0f9357ab1a6e08 (MD5) Previous issue date: 2011 This work is composed of two contributions. One borrows from the work of Charles Kemp and Joshua Tenenbaum, concerning the discovery of structural form: their model is used to study the Business Week Rankings of U.S. Business Schools, and to investigate how other structural forms (structured visualizations) of the same information used to generate the rankings can bring insights into the space of business schools in the U.S., and into rankings in general. The other essay is purely theoretical in nature. It is a study to develop a model of human memory that does not exceed our (human) psychological short-term memory limitations. This study is based on Pentti Kanerva’s Sparse Distributed Memory, in which human memories are registered into a vast (but virtual) memory space, and this registration occurs in massively parallel and distributed fashion, in ideal neurons. Este trabalho é composto de duas contribuições. Uma se usa do trabalhode Charles Kemp e Joshua Tenenbaum sobre a descoberta da forma estrutural: o seu modelo é usado para estudar os rankings da revista Business Week sobre escolas de administração, e para investigar como outras formas estruturais (visualizações estruturadas) da mesma informação usada para gerar os rankings pode trazer discernimento no espaço de escolas de negócios nos Estados Unidos e em rankings em geral. O outro ensaio é de natureza puramente teórica. Ele é um estudo no desenvolvimento de um modelo de memória que não excede os nossos (humanos) limites de memória de curto-prazo. Este estudo se baseia na Sparse Distributed Memory (Memória Esparsa e Distribuida) de Pentti Kanerva, na qual memórias humanas são registradas em um vasto (mas virtual) espaço, e este registro ocorre de forma maciçamente paralela e distribuida, em neurons ideais.

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Vervaeke, John Alexander. "The naturalistic imperative in cognitive science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ28308.pdf.

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Ladbury, Martin Samuel Durham. "The idea of a cognitive science." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342914.

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Wang, Huiling. "Cognitive science and the pragmatist tradition." Thesis, Lyon, École normale supérieure, 2015. http://www.theses.fr/2015ENSL1014/document.

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Dans cette thèse sera principalement présenté et examiné l’apport du courant pragmatiste à la philosophie des sciences cognitives. Ainsi, lors du processus de recherche, les questions spécifiques de cette thèse ont été fixées afin d’évaluer une tendance au pragmatisme dans les sciences cognitives, connue sous le nom de « pragmatisme cognitif ».Il sera donc principalement examiné le pragmatisme cognitif, qui tend à croître dans le domaine des sciences cognitives et qui mérite un examen approfondi, non seulement à cause de son développement, mais aussi parce qu’il est source de débat. On constatera alors que le pragmatisme cognitif indique en définitive une nouvelle façon de caractériser la nature mentale. Ainsi, « l’esprit cognitif » serait remplacé par « l’esprit incarné », d’autant que ce thème spécifique concerne une évolution de la théorie représentationnelle de l’esprit « TRE » vers la théorie de l’esprit incarné « TEI ». Lors de ce processus d’expansion, l’aspect philosophique est essentiel. Il est toutefois important ici de préciser que cette recherche ne concerne pas directement et uniquement les sciences cognitives, mais plus la philosophie des sciences cognitives.Le pragmatisme est alors considéré comme une méthode de pensée visant à critiquer et à améliorer les expériences scientifiques. Bien que le pragmatisme soit devenu très populaire dans le domaine des sciences cognitives, cette évidence nécessite toutefois encore de nombreuses vérifications et démonstrations. On a pu constater qu’il existe un concept très important pour tous les pragmatistes en sciences cognitives, « l’action ». Par conséquent, le pragmatisme cognitif est particulièrement important pour expliquer la transition d’une cognition de « la représentation » à « l’action ». Par ailleurs, ce tournant est connecté à un autre plus grand champ d’application du « 4E cognition», qui est lié avec la phénoménologie et l’existentialisme. Il semble probable que ce soit une tendance qui ne cesse de croître parmi les pragmatistes et qu’elle puisse en effet générer un tournant important dans les sciences cognitives grâce à une façon plus adaptée et développée. Cependant, le fait est que les idées de Peirce, qui est lui-même le fondateur de l’idée de pragmatisme, sont négligées par les défenseurs du « pragmatisme cognitif » et aussi par ceux du « cognitivisme anti-pragmatisme». Il pourrait y avoir une troisième possibilité qui sera ici mise en évidence lors d’une rétrospection de la philosophie de Peirce pour les sciences cognitives, ayant rencontré un tournant significatif.Tandis que certains philosophes, comme Jean-Michel Roy en 2014, suggèrent une distinction entre un « tournant pragmatiste » et un « tournant pragmatique », cette thèse tentera une troisième hypothèse, qui sera proposée, à savoir un « tournant pragmaticiste» prenant racine dans la théorie de Peirce. Un tournant significatif doit offrir une meilleure compréhension de la cognition. Et ce tournant pourra avoir ainsi plusieurs implications pour les sciences cognitives. Le pragmatiste de Peirce peut jouer ce rôle et permettre de mieux concevoir la nature de l’esprit actif et de l’esprit cognitif. Si le concept de « l’action » est l’idée centrale du pragmatisme en général, alors le concept de « l’habitude » est l’idée la plus importante chez Peirce. De même, si la représentation et l’action sont des concepts opposés sur la définition de la cognition, la notion d’habitude a la possibilité de dissoudre les tensions entre ces deux points de vue opposés. Pour Peirce, l’habitude joue un double rôle de croyance [la croyance-habitude] et d’action [l’habitude de l’action].Pour finir, on peut concevoir que la position de cette thèse repose sur une perceptive du « pragmatisme-néo-classique ». Cette position est à différencier de celle du pragmatisme cognitif d’un côté, et celle du néo-pragmatisme d’un autre côté In this dissertation, I examine a growing trend in contemporary cognitive science known as cognitive pragmatism. This subject merits examination for a number of reasons, but primarily it is needed because the trend of cognitive pragmatism is so entrenched in cognitive science, while at the same time remaining a lightning rod of controversy. The lack of a consensus regarding the nature of American pragmatismthe purported progenitor of cognitive pragmatism has in particular attracted skepticism of pragmatism’s methodology. Therefore, it is necessary to ask why American pragmatism became involved in the discipline of cognitive science and how it subsequently came to be interpreted in such different ways. Given that pragmatism is a relatively well established school, it is worth addressing its significance for the burgeoning field of cognitive science. In their pragmatist inspired views of cognition, both Mark Johnson and Jerry Fodor overlook the figure whom I consider to be pragmatism’s most important: Charles Sanders Peirce. This is likely due to the fact that Peirce’s ideas differ from pragmatism as it is popularly conceived, due in no small part to the influence of William James and John Dewey. Further, it is difficult for either Johnson’s embodied theory of mind (ETM) or Fodor’s representational theory of mind (RTM) to employ Peirceian pragmatism in their respective definitions of cognition; they perhaps have erred by filing to take into account Peirce’s thought. Therefore, I shall tackle this challenge by clarifying the ‘Johnson Fodor debate’ using the tools of Peirceian pragmatism, or ‘pragmaticism.’ Taking into consideration the current trends of both the ‘pragmatist turn’ and ‘pragmatic turn,’ I propose a third way: namely, a ‘pragmaticist turn’ firmly rooted in Peirce’s philosophy. I will thus supplement the concept of ‘action’ with that of ‘habit’ in order to reinterpret the relation between the embodied and cognitive minds

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Serban, Maria. "Towards explanatory pluralism in cognitive science." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/48814/.

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This thesis seeks to shed light on the intricate relationships holding between the various explanatory frameworks currently used within cognitive science. The driving question of this philosophical investigation concerns the nature and structure of cognitive explanation. More specifically, I attempt to clarify whether the sort of scientific explanations proposed for various cognitive phenomena at different levels of analysis or abstraction differ in significant ways from the explanations offered in other areas of scientific inquiry, such as biology, chemistry, or even physics. Thus, what I will call the problem of cognitive explanation, asks whether there is a distinctive feature that characterises cognitive explanations and distinguishes them from the explanatory schemas utilised in other scientific domains. I argue that the explanatory pluralism encountered within the daily practice of cognitive scientists has an essential normative dimension. The task of this thesis is to demonstrate that pluralism is an appropriate standard for the general explanatory project associated with cognitive science, which further implies defending and promoting the development of multiple explanatory schemas in the empirical study of cognitive phenomena.

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Edwards, D. J. A., Jennifer Henwood, and S. Kannan. "Cognitive therapy for social phobia : the human face of cognitive science." Alternation, 2003. http://hdl.handle.net/10962/d1008281.

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[abstract from Index to SA Periodicals]Points to the male/masculine ideology pervading science. Gives a history of cognitive science. Shows that current clinical models on which cognitive therapy treatments are based are complex and detailed, but also situated and human. Warns about the contemporary enthusiasm for cognitive science. Presents a case study which illustrates how the cognitive model of social phobia works inpractice when applied to one person's life situation.

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Dunham, Lesley Ann. "Cognitive development in relation to science education." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/3701/.

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Various skills have been considered quintessential to the scientific method. The need for these skills was highlighted by Armstrong at the beginning of the century and continues to be re-iterated to the present day within the criteria of the National Curriculum. Pupils as scientists are expected to make accurate and meaningful observations; record results from experiments formulated to test hypotheses, controlling all the relevant variables except the one under investigation; identify patterns within the results and recognise anomalies; draw valid conclusions from the data collected and extrapolate from the data to predict further results. These criteria were included in the list of thirty-two teacher assessed skills in domains five and six of the Northern Examination Association, NEA, GCSE Biology Syllabus. This research project endeavoured to test the acquisition of these skills in a large sample of students drawn from a variety of schools in an effort to establish the relative difficulty of the individual skills. The corollation of performance of the skills with a range of factors, including IQ, the influence of gender, school type, and associated subjects they studied was explored. In particular the effect of an exposure to the Warwick Process Science Scheme was investigated to establish whether a transferable long term enhancement resulted. The main body of the research was undertaken on Year ten (4th Year) pupils, the sample being drawn from ten schools of varying types. The work was extended to include both younger and older age groups, to identify the progress made with age in skill acquisition and to investigate whether success in the skills is of predictive value for the final GCSE grades of future 'A'Level achievement. The results indicated a wide variability in degrees of difficulty of the individual skills and a wide range of performance by individual candidates. Success in the skills corollated very closely with IQ, so to eliminate this effect samples cross-matched for IQ were investigated to establish the effect of other variables. Only the study of the three separate sciences and tuition within a selective school proved to have a significant effect on the outcome. Only skill 30 devising three separate hypotheses to explain a complex set of results, had predictive value for GCSE and none were of value for predicting capital 'A'Level success.

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Loader, Paul. "The retreat from alienation in cognitive science." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45317/.

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This thesis examines the relevance of Hegelian-Marxian theory to modern day philosophy of cognitive science. It is suggested that certain key Hegelian-Marxian ideas and themes, such as 'externalization', 'praxis' and 'dialectics', have parallels in modern day cognitive science and that, in some instances a direct connection can be traced from Marxian theory to recent cognitive science, via intermediaries such as Vygotsky, Merleau-Ponty and Levins & Lewontin. It is also suggested that the overarching trajectory of cognitive science is one that can be usefully understood in Marxian terms as a 'retreat from alienation.' Taking this as one's starting point enables one to unify otherwise disparate perspectives under a single banner. In addition it provides one with a means of evaluating individual accounts, such as Varela, Thompson and Rosch's 'Embodied Mind' and Clark and Chalmers' 'Extended Mind'. Conversely, some recent cognitive scientific accounts, such as Kirsh & Maglio's work on 'epistemic action', offer further illumination of ideas that are ambiguously expressed in Marxian theory.

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Stein, Edward D. "Rationality and the limits of cognitive science." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13126.

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Lenhart, Stephen J. "Cognitive Diversity and the Progress of Science." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145282.

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Science benefits from substantial cognitive diversity because cognitive diversity promotes scientific progress toward greater accuracy. Without diversity of goals, beliefs, and methods, science would neither generate novel discoveries nor certify representations with its present effectiveness. The revolution in geosciences is a principal case study.The role of cognitive diversity in discovery is explored with attention to computational results. Discovery and certification are inseparable. Moreover, diverse scientific groups agree convergently, and their agreements manifest an explanatory defense akin to the explanatory defense of realism. Scientists accept representations as a matter of their instrumental success in individual scientific research. Because scientists are diverse, this standard of acceptance means that widespread acceptance involves widespread instrumental success. This success is best explained through the accuracy of topics of agreement.The pessimistic induction is addressed; it fails to undermine the explanatory defense because past scientific successes don't resemble present ones in their degree of instrumental success; to make this point, instrumental success of representations of caloric and of oxygen are compared.Cognitive diversity challenges the methodological uniformity of scientific practice. Science lacks uniform methods and aims, and it ought to. It is argued that there is no sound basis for thinking that science aims. Moreover, the growth of science itself is not the growth of knowledge. Scientific communities rather than individual scientists are the main certifiers of scientific results. Hence, since knowledge requires a certifying belief formation process but the process relevant to science is not realized individually, science does not progress toward knowledge. The epistemology of science is socialized, but remains broadly realist because, even without a method of inquiry, science develops accurate representations of unobservable nature.

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Cattinelli, I. "INVESTIGATIONS ON COGNITIVE COMPUTATION AND COMPUTATIONAL COGNITION." Doctoral thesis, Università degli Studi di Milano, 2011. http://hdl.handle.net/2434/155482.

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This Thesis describes our work at the boundary between Computer Science and Cognitive (Neuro)Science. In particular, (1) we have worked on methodological improvements to clustering-based meta-analysis of neuroimaging data, which is a technique that allows to collectively assess, in a quantitative way, activation peaks from several functional imaging studies, in order to extract the most robust results in the cognitive domain of interest. Hierarchical clustering is often used in this context, yet it is prone to the problem of non-uniqueness of the solution: a different permutation of the same input data might result in a different clustering result. In this Thesis, we propose a new version of hierarchical clustering that solves this problem. We also show the results of a meta-analysis, carried out using this algorithm, aimed at identifying specific cerebral circuits involved in single word reading. Moreover, (2) we describe preliminary work on a new connectionist model of single word reading, named the two-component model because it postulates a cascaded information flow from a more cognitive component that computes a distributed internal representation for the input word, to an articulatory component that translates this code into the corresponding sequence of phonemes. Output production is started when the internal code, which evolves in time, reaches a sufficient degree of clarity; this mechanism has been advanced as a possible explanation for behavioral effects consistently reported in the literature on reading, with a specific focus on the so called serial effects. This model is here discussed in its strength and weaknesses. Finally, (3) we have turned to consider how features that are typical of human cognition can inform the design of improved artificial agents; here, we have focused on modelling concepts inspired by emotion theory. A model of emotional interaction between artificial agents, based on probabilistic finite state automata, is presented: in this model, agents have personalities and attitudes that can change through the course of interaction (e.g. by reinforcement learning) to achieve autonomous adaptation to the interaction partner. Markov chain properties are then applied to derive reliable predictions of the outcome of an interaction. Taken together, these works show how the interplay between Cognitive Science and Computer Science can be fruitful, both for advancing our knowledge of the human brain and for designing more and more intelligent artificial systems.

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Marzolo, Paolo. "Cognitive Science and Artificial Intelligence: An Interwoven Approach." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/23578/.

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Due to the complex nature of the matter discussed, the relationship between Artificial Intelligence and Cognitive Science is often misrepresented. This is, in part, due to ignorance of the disciplines considered, which range from Mathematics, Statistics and Computer Science to Philosophy, Psychology and Neuroscience. In this text, we attempt to outline the shared history of the study of intelligence, intelligent behavior and rationality. We do this with an especially attentive focus to where paradigms and theories fall on the symbolic-connectionist spectrum. To achieve this, we include technical explanations for some of the theories mentioned. In the final section, we take a cross-historical approach to help identify trends and conclude with a brief overview of symbolic-connectionist integration proposals.

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Mattsson, Jesper, and Rasmus Mazetti. "RESOLVING USABILITYISSUES IN WEBGIS : A Cognitive Science Approach." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184596.

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This study focuses on using cognitive principles in design, trying to resolve four problem areas (PA)found in the map layer panel of Umeå municipality’s webGIS. In a first step cognitive findings thatcould serve as principles for implementing design choices were identified. Four low fidelity (lo-fi)prototypes were created. The lo-fi prototypes were tested using think aloud tasks and asemi-structured interview. Six participants, three expert and three novice users were recruited.Participants’ opinions and thoughts were gathered to enable the development of a high fidelity (hi-fi)prototype. The hi-fi prototype was based both on the lo-fi test results and the identified cognitiveprinciples. The hi-fi prototype was again tested using think aloud tasks and a semi-structuredinterview. Three experts along with three novice participants were recruited. Opinions and thoughtsfrom the test were transcribed and categorized using combined deductive and inductive coding. Theresults of the analysis were used to answer our research question: does the use of cognitiveprinciples in designing the map layer panel of Umeå municipality's webGIS resolve the previouslyidentified usability issues? While two of the PAs seems to have been resolved in the new design, forthe other two there still seems to be some unresolved issues. It can be discussed if the unresolvedissues were due to lack of functionality of the prototype or inadequacy of the cognitive principles. Denna studie har fokuserat på att använda kognitiva principer i design, för att försöka lösa de fyraproblemområden (PO) som finns i kartlagerpanelen i Umeå kommuns webGIS. En litteratursökninggjordes och identifierade kognitiva teorier som fungerade som principer för att genomföra designval.Fyra low fidelity (lo-fi) prototyper skapades. Lo-fi-prototyperna testades med hjälp av tänka-högtuppgifter och en semistrukturerad intervju. Sex deltagare, tre experter och tre nybörjare användes.Deltagarens åsikter och tankar samlades för att möjliggöra utvecklingen av en high fidelity (hi-fi)prototyp. Hi-fi-prototypen baserades på lo-fi-resultaten och de kognitiva principerna.Hi-fi-prototypen testades med tänka-högt uppgifter och en semistrukturerad intervju. Tre experterrekryterades tillsammans med tre nybörjare. Åsikter och tankar från testet transkriberades ochkategoriserades med hjälp av kombinerad deduktiv och induktiv kodning. Resultaten av analysenanvändes för att besvara vår forskningsfråga: löser användningen av kognitiva principer vidutformningen av kartlagerpanelen i Umeå kommuns webGIS de tidigare identifieradeanvändbarhetssvårigheter som identifierats? Huvudsakligen verkade det som att två problem ärlösta, när det gäller de andra två problemen verkade det fortfarande finnas svårigheter. Bland annat,diskuterades det om de olösta frågorna berodde på bristande funktionalitet i prototypen ellerotillräckliga kognitiva principer.

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Fuller, Timothy. "Science and Mind: How theory change illuminates ordinary thought." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343840173.

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Urgen, Burcu Aysen. "A Philosophical Analysis Of Computational Modeling In Cognitive Science." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608832/index.pdf.

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This study analyses the methodology of computational cognitive modeling as one of the ways of conducting research in cognitive science. The aim of the study is to provide an understanding of the place of computational cognitive models in understanding human cognition. Considering the vast number of computational cognitive models which have been just given to account for some cognitive phenomenon by solely simulating some experimental study and fitting to empirical data, a practice-oriented approach is adopted in this study to understand the work of the modeler, and accordingly to discover the potential of computational cognitive models, apart from their being simulation tools. In pursuit of this aim, a framework with a practice-oriented approach from the philosophy of science literature, which is Morgan &amp Morrison (1999)&rsquo s account, is employed on a case study. The framework emphasizes four key elements to understand the place of models in science, which are the construction of models, the function of models, the representation they provide, and the ways we learn from models. The case study Q-Soar (Simon, Newell &amp Klahr, 1991), is a model built with Soar cognitive architecture (Laird, Newell &amp Rosenbloom, 1987) which is representative of a class of computational cognitive models. Discussions are included for how to make generalizations for computational cognitive models out of this class, i.e. for models that are built with other modeling paradigms.

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Ozkan, Aysegul. "Structure And Process: Prospects For Theories Of Cognitive Science." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612784/index.pdf.

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Different theories of cognitive science propose different system descriptions in their models for the explanation of cognitive phenomena. According to one view, they are incompatible and competing theories. The view is defended by theorists and philosophers from different perspectives and they all claim that the proper conception of cognition is the conception provided by the theory which they advocate. The other view, on the other hand, insists on the compatibility of those theories. According to this view which is also defended here, these different theories are not only compatible, but also they are complementary. The cooperation of these theories and integration of the conceptions provided by these theories are needed to have a full account of cognition.

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Adey, Philip. "Cognitive acceleration : science and other entrances to formal operations." Universität Potsdam, 1994. http://opus.kobv.de/ubp/volltexte/2005/448/.

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Viera, Gerardo. "Time in mind : the cognitive science of temporal representation." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59975.

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Philosophers and cognitive scientists have always been interested in how people come to mentally represent time. Surprisingly though, contemporary philosophers have largely neglected the wealth of relevant empirical research coming from neuroscience, computational psychology, zoology and related fields. My dissertation is meant to remedy this neglect by bringing together major strands in the philosophical and empirical literatures on temporal representation in order to show how both fields can mutually benefit one another. Chapter 1 describes what I call the temporal coordination problem and provides the needed philosophical background on mental representation that frames the majority of the thesis. Chapter 2 provides a taxonomy of the general approaches to explaining how animals coordinate their behaviors with the temporal structure of the world around them. Chapter 3 argues that part of the explanation for how animals come to mentally represent time is through the operation of a genuine sense of time centered on the circadian systems that provides animals with information about the approximate time of day. Chapters 4 and 5 argue for what I call the fragmentary model of temporal perception – temporal perception is not a unified capacity but is importantly fragmented. Chapter 4 argues that the fragmentary model undermines the central debate in the philosophical literature over the mirroring constraint. I conclude that there simply is no single story to be told about how the temporal structure of experience itself relates to the temporal content of experience. While chapter 4 emphasizes the fragmentary nature of temporal perception, chapter 5 emphasizes the way in which time appears unified in perception and cognition and proposes an explanation of how this apparent unity comes about. Here I highlight how literature more commonly found in the history and philosophy of science on the unitization of measurement actually informs current understanding of the mind. In particular, I argue that the brain comes to integrate the temporal information encoded in various time keeping devices by unitizing time in a manner that parallels how our cultural time keeping practices have unitized time. Finally, chapter 6 concludes by recapping many of the major conclusions of the thesis. Arts, Faculty of Graduate

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Kime, Philip L. "Semantics and the stratification of explanation in cognitive science." Thesis, University of Edinburgh, 1998. http://hdl.handle.net/1842/29196.

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This work is concerned with a pervasive problem in Cognitive Science which I have called the "stratificational" approach. I argue that the division into "levels of explanation" that runs as a constant theme through much work in Cognitive Science and in particular natural language semantics, is in direct conflict with neuroscientific evidence. I claim it is also in conflict with a right understanding of the philosophical notion of "evidence". The neuroscientific work is linked with the philosophical problem to provide a critique of concrete cases of research within the natural language semantics community. More recent neuroscientifically aware research is examined and it is demonstrated that it suffers similar problems due to the same deep running assumptions as those which effect traditional formalist theory. The contribution of this thesis is thought to be that of a demonstration of the essential nature and indeed the ubiquity of the basic assumptions in the field. Also, a new link is forged between the concerns of the formalists and certain seemingly more abstract philosophical work. This link enables us to see how much philosophical problems infect research into cognition and language. It is argued that practical research in Cognitive Science simply cannot be seen to be independent of the philosophical basis of the entire subject. The resulting picture of Cognitive Science and its place is outlined and explored with special emphasis on what I have called the "Principle of Semantic Indistinguishability" which says that the contribution of what can be broadly termed "environment" is epistemologically opaque to our cognition. The importance of this principle is discussed.

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Gomes, Marc Andrew. "Cognitive science approaches to actor training| Interrogating conceptual language." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255101.

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This thesis explores the ways in which the fields of neurobiology and cognitive science impact concepts of performer processes, and how the findings of this research can help actors and actor trainers to examine assumptions that inform how they frame and describe performer practices. Cognitive science research provides a precise understanding of the embodied processes of “self”, “consciousness”, “emotion” and “perceiving”, and I argue that it is productive to interrogate these terms as they pertain to descriptions of the actor’s practice and performer training. In this thesis I describe the relevance of cognitive science findings to theatre with respect to concepts commonly advanced in actor training in the United States, namely the “self,” “truth,” and “authentic.” I offer a reconsideration of these concepts through a cognitive science lens that opens up possibilities for emerging dramatic and performance paradigms. I then propose the development of a “corporeal intelligence,” that enables an actor to propose gestures, movement, vocal strategies, and action

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Mattsson, Jesper, and Rasmus Mazetti. "RESOLVING USABILITY ISSUES IN WEBGIS : A Cognitive Science Approach." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184596.

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Mills, LeAnn R. "Applying social cognitive career theory to college science majors." [Ames, Iowa : Iowa State University], 2009.

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Parham, Jennifer R. "A cognitive model for problem solving in computer science." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263397730/.

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Tauber, Justin. "Reading Merleau-Ponty: Cognitive science, pathology and transcendental phenomenology." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1965.

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This thesis explores the evolution of the way the Phenomenology of Perception is read for the purpose of determining its relevance to cognitive science. It looks at the ways in which the descriptions of phenomena are taken to converge with connectionist and enactivist accounts (the "psychological" aspect of this reading) and the way Merleau-Ponty's criticisms of intellectualism end empiricism are treated as effective responses to the philosophical foundations of cognitivism. The analysis reveals a general assumption that Merleau-Ponty's thought is compatible with a broadly naturalistic approach to cognition. This assumption has its roots in the belief that Merleau-Ponty's proximity to the existential tradition is incompatible with a commitment to a genuine transcendental philosophical standpoint. I argue that this suspicion is unfounded, and that it neglects the internal structure of the Phenomenology. Merleau-Ponty's criticism of classical forms of transcendental philosophy is not a rejection of that tradition, but instead prompts his unorthodox use of pathological case-studies. For Merleau-Ponty, this engagement with pathology constitutes a kind of transcendental strategy, a strategy that is much closer to Husserl's later work than is commonly acknowledged. The thesis also demonstrates a different mode of engagement with cognitive science, through a critical encounter with John Haugeland's transcendental account of the perception of objects. Confronting his account with the phenomenon of anorexia, I challenge him to differentiate his notion of an existential commitment from the anorexic's pathological over-commitment to a particular body image. Merleau-Ponty's account does not suffer from the same problems as Haugeland's because transcendence is not construed in terms of independence, but in terms of the fecundity and inexhaustibility of the sensible. I attempt to articulate Merleau-Ponty's own notion of a pre-personal commitment through the metaphor of invitation and show how this commitment and the Husserlian notion of open intersubjectivity can shed light on the anorexic's predicament.

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Tauber, Justin. "Reading Merleau-Ponty: Cognitive science, pathology and transcendental phenomenology." Faculty of Arts, Department of Philosophy, 2007. http://hdl.handle.net/2123/1965.

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Master of Philosophy (Dept. of Philosophy) This thesis explores the evolution of the way the Phenomenology of Perception is read for the purpose of determining its relevance to cognitive science. It looks at the ways in which the descriptions of phenomena are taken to converge with connectionist and enactivist accounts (the "psychological" aspect of this reading) and the way Merleau-Ponty's criticisms of intellectualism end empiricism are treated as effective responses to the philosophical foundations of cognitivism. The analysis reveals a general assumption that Merleau-Ponty's thought is compatible with a broadly naturalistic approach to cognition. This assumption has its roots in the belief that Merleau-Ponty's proximity to the existential tradition is incompatible with a commitment to a genuine transcendental philosophical standpoint. I argue that this suspicion is unfounded, and that it neglects the internal structure of the Phenomenology. Merleau-Ponty's criticism of classical forms of transcendental philosophy is not a rejection of that tradition, but instead prompts his unorthodox use of pathological case-studies. For Merleau-Ponty, this engagement with pathology constitutes a kind of transcendental strategy, a strategy that is much closer to Husserl's later work than is commonly acknowledged. The thesis also demonstrates a different mode of engagement with cognitive science, through a critical encounter with John Haugeland's transcendental account of the perception of objects. Confronting his account with the phenomenon of anorexia, I challenge him to differentiate his notion of an existential commitment from the anorexic's pathological over-commitment to a particular body image. Merleau-Ponty's account does not suffer from the same problems as Haugeland's because transcendence is not construed in terms of independence, but in terms of the fecundity and inexhaustibility of the sensible. I attempt to articulate Merleau-Ponty's own notion of a pre-personal commitment through the metaphor of invitation and show how this commitment and the Husserlian notion of open intersubjectivity can shed light on the anorexic's predicament.

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Penna, Christina. "Towards a CogScenography : cognitive science, scenographic reception and processes." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/20624/.

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This thesis argues that post-cognitivist frameworks that understand cognition as co-originating between brain, body, and world can contribute to both the production and the knowledge of scenography in a post-representational performance landscape. By imbricating radically embodied and enactive cognitive frameworks, and neuroscience metaphors of consciousness and perception within original participatory scenographic practice (Work Space I, II, and III) I develop further my ‘arts praxis’ (Nelson 2006), what I call the ‘scenographic contraption’. This practical, conceptual, and analytical framework generates participatory encounters between materials, space, and audiences, and is further used as a way of conceptualising scenography and participation within these shifting encounters. I assume three phases of the creative researcher’s condition in relation to the audience–participants, and the cognitive theories I am using for my research design: the ‘ignorant’, the ‘Janus-faced’ and the ‘predictive’ scenographer. I iterate between doing and thinking with contemporary cognitive frameworks towards the development of a theory of CogScenography, which helps us understand and experience scenography as a synergic way of doing-thinking-co-experiencing.

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Eck, David Alexander. "The Encultured Mind: From Cognitive Science to Social Epistemology." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5472.

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There have been monumental advances in the study of the social dimensions of knowledge in the late twentieth and early twenty-first centuries. But it has been common within a wide variety of fields--including social philosophy, cognitive science, epistemology, and the philosophy of science--to approach the social dimensions of knowledge as simply another resource to be utilized or controlled. I call this view, in which other people's epistemic significance are only of instrumental value, manipulationism. I identify manipulationism, trace its manifestations in the aforementioned fields, and explain how to move beyond it. The principal strategy that I employ for moving beyond manipulationism consists of synthesizing enactivism and neo-Kuhnian social epistemology. Specifically, I expand the enactivist concept of participatory sense-making by linking it to recent conceptual innovations in social epistemology, such as the concept of immanent cogent argumentation.

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Powell, Deborah Sue. "Increasing cognitive functioning in science for English language learners." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/3024.

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Etemad, S. "Cognitive science, linguistics and philosophy of science : an inquiry into their connection and divergence." Thesis, Brunel University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304235.

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Feldges, Thomas Karl. "Cognitive science and phenomenology : Varela's 'new science of consciousness' at the system-theoretical crossroads." Thesis, University of Hull, 2016. http://hydra.hull.ac.uk/resources/hull:14801.

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Hu, Hongzhan. "Exploring the concept of feedback with perspectives from psychology and cognitive science." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107090.

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This study explores the concept of feedback from various perspectives in psychology and cognitive science. Specifically, the theories of ecological psychology, situated and Distributed Cognition, Cognitive Systems Engineering and Embodied cognition are investigated and compared. Cognitive Systems Engineering provides a model of feedback and related constructs, to understand human behavior in complex working environments. Earlier theories such as ecological psychology, considered feedback as direct perception. Situated cognition clearly inherits ideas from ecological psychology, whereas distributed cognition provides a deeper understanding of feedback through artifact use. Cognitive Systems Engineering provides a systematic view of feedback and control. This framework is a suitable perspective to understanding feedback in human-machine settings.

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Taillade, Mathieu. "Evaluation écologique des troubles de l'apprentissage et de la navigation dans les grands espaces liés au vieillissement : rôle des déclins mnésiques, exécutifs et du contrôle moteur." Phd thesis, Université Victor Segalen - Bordeaux II, 2012. http://tel.archives-ouvertes.fr/tel-00920503.

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Depuis plusieurs années, la réalité virtuelle est largement utilisée en neuropsychologie, notamment dans le domaine de l'étude de la cognition spatiale. Son utilisation grandissante a pour but de répondre à la fois au manque de validité écologique des tests classiques et au manque de contrôle des évaluations en conditions réelles. Les études dans le domaine de la cognition spatiale ont permis de montrer la complexité de l'apprentissage et de la navigation dans les grands espaces et suggèrent également une origine cognitive multifactorielle des difficultés de navigation chez les personnes âgées. Le but de cette thèse sera tout d'abord de vérifier la validité écologique de notre application utilisant la réalité virtuelle par une comparaison directe des performances d'apprentissage et de navigation, entre apprentissages réels et virtuels chez des adultes jeunes et âgés. Il s'agira ensuite de confirmer les hypothèses sur l'origine à la fois mnésique et exécutive des difficultés de navigation liées au vieillissement. Enfin, le rôle du contrôle sensorimoteur dans l'apprentissage de grands espaces, peu étudiée pour le moment dans le cas du vieillissement sera abordé. A l'aide d'une application en réalité virtuelle, nécessitant de mémoriser un parcours dans un quartier virtuel, réplique d'un quartier de Bordeaux, nous avons étudiés les effets du vieillissement en termes de mémoire spatiale et de performance de navigation. Nous avons comparé directement les apprentissages en conditions réelles et virtuelles, en conditions actives (joystick) et passives, et nous avons mis en relation ces indicateurs avec des mesures neurocognitives et des questionnaires d'estimation des difficultés quotidiennes. Nos principaux résultats ont permis de montrer un effet négatif de l'âge sur les performances dans notre application avec des patterns équivalents entre apprentissages réels et virtuels chez les jeunes et les âgés. Nous avons obtenu une bonne relation entre les mesures obtenues grâce à notre application virtuelle et les difficultés rapportées par les jeunes mais pas de différences entre jeunes et âgés concernant les difficultés de navigation au quotidien. Ces résultats confirment la bonne validité écologique de notre application virtuelle chez les personnes âgées et favorisent ainsi l'utilisation de mesures directes de mémoire spatiale et de navigation plutôt que des questionnaires chez les personnes âgées. Ils ont également permis de montrer de manière directe le rôle des déclins mnésiques et exécutifs dans leurs difficultés de navigation. Contrairement à ce qui avait été obtenu chez les jeunes, le contrôle moteur a eu un effet négatif sur les performances de navigation chez les personnes âgées. Nous discuterons alors les hypothèses neurocognitives concernant l'origine des difficultés de navigation chez les personnes âgées, ainsi que le rôle de la dimension actif (joystick) vs. passif dans les performances de navigation des jeunes et des âgés.

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Venkatamuni, Vijayakumar Maragal. "A society of mind approach to cognition and metacognition in a cognitive architecture." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:6672.

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This thesis investigates the concept of mind as a control system using the "Society of Agents" metaphor. "Society of Agents" describes collective behaviours of simple and intelligent agents. "Society of Mind" is more than a collection of task-oriented and deliberative agents; it is a powerful concept for mind research and can benefit from the use of metacognition. The aim is to develop a self configurable computational model using the concept of metacognition. A six tiered SMCA (Society of Mind Cognitive Architecture) control model is designed that relies on a society of agents operating using metrics associated with the principles of artificial economics in animal cognition. This research investigates the concept of metacognition as a powerful catalyst for control, unify and self-reflection. Metacognition is used on BDI models with respect to planning, reasoning, decision making, self reflection, problem solving, learning and the general process of cognition to improve performance. One perspective on how to develop metacognition in a SMCA model is based on the differentiation between metacognitive strategies and metacomponents or metacognitive aids. Metacognitive strategies denote activities such as metacomphrension (remedial action) and metamanagement (self management) and schema training (meaning full learning over cognitive structures). Metacomponents are aids for the representation of thoughts. To develop an efficient, intelligent and optimal agent through the use of metacognition requires the design of a multiple layered control model which includes simple to complex levels of agent action and behaviours. This SMCA model has designed and implemented for six layers which includes reflexive, reactive, deliberative (BDI), learning (Q-Ieamer), metacontrol and metacognition layers.

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Ferguson, Sarah Lynn. "Stereotypical Science: Exploring High School Occupational Preferences for Science by Sex, Personality, and Cognitive Ability." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849758/.

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Circumscription and Compromise theory suggests self-concept and sex stereotype explain occupational preferences, including preferences for science, technology, engineering and mathematics (STEM). Support exists for sex differences between males and females in both science degrees and science careers. The main thrust of observed sex differences in science lies in the development of occupational interest, as it has been suggested females are encouraged away from science due to stereotypes and social pressure. The present study evaluates high school juniors and seniors (n = 295) to explore their preference for science as indicated by science motivation, attitude, academic experience, and interest. Latent Profile Analysis was used to model profiles of preferences for science with a person-centered approach. Then, the impact of self-concept variables was explored and four profiles of science interest were identified. Sex differences were identified based on science interest, but were not always in favor of males. Covariate analysis indicates vocabulary ability and personality as significantly different for students in the high science interest profile. Implications of these results and future research directions are discussed.

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Burrmann, Ulrike. "Empirische Studie zum Interventionsprogramm = Cognitive Acceleration through science education (Case)." Universität Potsdam, 1998. http://opus.kobv.de/ubp/volltexte/2005/508/.

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Nagatsu, Michiru. "Psychologizing economic man : foundational problems of economics and cognitive science." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/85173.

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This is a philosophical study of economics and cognitive psychology as sciences of human behaviour. Boundaries and interactions of the two sciences are examined with a close look at the experimental studies on judgement and decision making, and on strategic interaction in games. I argue, against conceptual scepticism, that not only is a science of human behaviour possible, but it is exemplified by both economics and psychology, which have been striving to measure decision-relevant psychological quantities and explain the behavioural anomalies that have emerged as a result of theoretical and empirical progress in measurement and experimentation. The dialectics of ‘crises and responses’ involved in this process reveals various ways in which representations, models and experiments are employed in the laboratory. I emphasize the precision of measurement and the severity of test as important methodological values in scientific progress, and argue that these values are the basis of theoretical progress. I explore alternative ways in which economic models of rational choice can be informed by psychology, and argue that a successful model should incorporate empirical findings from social and cognitive psychology, instead of maintaining familiar economic modelling strategies while relying on folk psychological intuitions. I propose that, in addition to modelling human behaviour as utility maximization, explicitly modelling human reasoning qua cognitive process may be the key to success. I point out two metaphysical stances—mechanistic and functional—implicit in the debates over the prospect of neuroeconomics, and consider their methodological implications to the study of human cognition and behaviour. I argue that it is unlikely that neuroscience will radically eliminate constructs of economic theory such as beliefs and preferences, based on the observation that recent brain-imaging studies of individual decision making largely presuppose constructs of cogntive psychology.

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Braisby, Nicholas Richard. "Description and necessity : towards a cognitive science of word meaning." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/19396.

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In this thesis we present a cognitive-scientific view of word meaning. We begin by spelling out some general enterprises of which this thesis may form a small part. Enterprises such as the entwining of facts concerning the cpistcmology of language use and semantic analysis; the orientation of a study of word meaning as part of a study of thought; and the restoration of a study of thought to the psychological domain. We also indicate some of the tools we employ in the rest of the thesis. One tool is that provided by Situation Theory and particularly its notion of conditional constraints. Another is a prc-thcorctic point that encourages us to distinguish certain semantical questions from related ontological ones. Another tool is a set of puzzles of word meaning an analysis of which forms one objective. These and other tools allow us to isolate some points at which theories of sense and word meaning may diverge. And this prepares the ground for a discussion of competing theories. Our discussion is informed by psychological concerns and it is these that we take to motivate a general account of word meaning, Sense Generation, and a specific version of this, the Relational View. Sense Generation, we argue respects linguistic constraints concerning ambiguity as well as psychological constraints concerning concepts. We argue, further, that the details of the Relational View are supported by psychological argumentation. And we meet our first objective which is to present an analysis of the various puzzles. We then turn to the philosophical literature in order to combat some well established positions and arguments which count against the efficacy of Sense Generation views. Sense Generation views hold that the meanings of words arc dcscriptional; opposing this view are the arguments of Kripke and Putnam. We consider first the literature on proper names whose meanings, it is argued, arc not dcscriptional. Our position with respect to this argument is that it be treated as an inadvertent reduction of the traditional conception of analyticity. We then turn our attention to the psychological literature on natural kind concepts and suggest that these do not standardly address the problems that Kripke and Putnam raise. Again, our suggestion is that with an alternative conception of analyticity, one resulting from Situation Theory and Sense Generation, the Kripkc-Putnam argument concerning natural kinds can similarly be viewed as a reductio. We spell out the Relational View of natural kind concepts. Our attention then turns to a major psychological theory of concepts, prototype theory. We argue that it fails to meet various constraints of a psychological nature and, further, that these constraints are met by the Relational View, which we re-label the Family of Constraints view. We attempt to adduce reasons for prototype theory's shortcomings by giving a detailed comparison between it and the Family of Constraints view.

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Farokhian, Suzana, and Shirie Zadonsky. "Reformation of a user-interface from a cognitive science perspective." Thesis, Umeå universitet, Institutionen för psykologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148895.

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Current computer-based medical systems used in health care, such as analysis programs, has evolved which has redirected the focus to creating user-interfaces based on cognitive theories, to enhance the usability for the end-user. Which cognitive science theories can be applied to interfaces of analysis programs, focusing on a search function of data, the settings of initial parameters and visual representation of data (in this study, programs specifically for motion detection) to optimize the usability for the end-user? This study has a total of 8 participants, who underwent 2 evaluations of MoLabTM, an analysis program. The evaluation consisted of an observation study followed by a semi-structured interview, consisting of 10 questions. After the first evaluation, the problems were compiled, hence 10 guidelines were raised based on numerous cognitive science theories. The guidelines were used to reform the current design of the analysis program and create a low-fidelity prototype. The low-fidelity prototype was later evaluated by 5 of the previous participants, which showed an experienced improvement of the usability of the analysis program. Afterwards a high-fidelity prototype was created. The results of this study show that by using cognitive science theories in analysis programs (focusing on search function of data, settings of initial parameters and visual representation of data), in the form of guidelines, optimizes the usability for the enduser. In further research, other parts of analysis programs or other programs can be investigated using the raised cognitive guidelines, to study if it optimizes the usability for the end-user. Nuvarande datorbaserade medicinska system som används inom hälsovård, såsom analysprogram, har utvecklats vilket har lagt fokus på att skapa användargränssnitt baserade på kognitiva teorier, för att förbättra användbarheten för slutanvändaren. Vilka kognitiva vetenskapsteorier kan appliceras på gränssnitt för analysprogram, med inriktning på en sökfunktion av data, inställningarna för initiala parametrar och visuell representation av data (i denna studie, program specifikt för rörelsedetektering) för att optimera användbarheten för slutanvändare? Denna studie har totalt 8 deltagare, som genomgick 2 utvärderingar av MoLabTM, ett analysprogram. Utvärderingen bestod av en observationsstudie följd av en semistrukturerad intervju, bestående av 10 frågor. Efter den första utvärderingen sammanställdes problemen, varpå 10 riktlinjer skapades baserat på flertal kognitiva vetenskapsteorier. Riktlinjerna användes för att reformera analysprogrammets nuvarande utformning och skapa en prototyp. Prototypen utvärderades senare av 5 av de tidigare deltagarna, vilket visade en ansenlig förbättring av analysprogrammets användbarhet. Efteråt skapades en high-fidelity prototyp. Resultaten av denna studie visar att användningen av kognitiva vetenskapsteorier i analysprogrammen (med inriktning på sökfunktion av data, inställningar av initiala parametrar och visuell representation av data) i form av riktlinjer optimerar användbarheten för slutanvändaren. Vid vidare forskning kan andra delar av analysprogram eller andra program undersökas med hjälp av de alstrade kognitiva riktlinjerna, för att studera om det optimerar användbarheten för slutanvändaren.

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Shin, Hejin. "Research interactivity of cognitive science : a bibliometric analysis of interdisciplinarity /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Goldman, James L. Atwood Michael E. "The cognitive authority of collective intelligence /." Philadelphia, Pa. : Drexel University, 2010. http://hdl.handle.net/1860/3254.

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Borislav, Lorenc. "Cognitive Aspects of the Studies of Communication." Thesis, University of Skövde, Department of Computer Science, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-225.

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The study starts off as a quest for the core meaning of the term communication. First, the epistemological grounds of the endeavour are investigated. Findings of experientialist cognition, backed up by e.g. Putnam’s results, indicate that intentionality as understood by traditional cognitive science might be an incomplete story; so, in parallel, constructivist approaches are investigated. The two approaches are here termed as linear and recursive models, respectively.Through introducing the conduit metaphor and the mathematical theory of communication, the question of whether communication consists of a transfer is discussed. Arguments are presented to the effect that the mathematical theory neither does support this understanding, nor appears to be applicable (but as a cognitive model) outside the domains where probabilities are assigned to outcomes.Communication research in three areas is presented: investigations from an ethological perspective, process approaches to human communication, and the study of the signification relation. Finally, a review of some work on simulations of communication and collective behaviour is given.In conclusion, intentionality is required for the communicating entities, which – based on some of the arguments presented in this study – leaves inanimate objects, plants, bacteria, and most of the animal world (except molluscs, crustaceans, and vertebrates) outside the communicating world. Communication incorporates signs, and signs are interpreted. In the process, meaning is created. The objectivist science ideal of pointing to an appropriate event and claiming "This is real communication" has to be substituted by offering descriptions of some idealised cognitive models. One might argue about these, accept them, or reject them; this is what communication (amongst other things) is (and is for).In general, if it is understood that there is no possibility of reaching ‘objective’, observer-independent knowledge, another way of reaching more certainty than what just an individual can get might be to turn to others. It is this that brings cognition and communication into close relationship.

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Gomez, Melissa Anne. "Influences of Science Fiction and Fantasy Fandom on Bias." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539626814.

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Nikolaos, Christodoulou. "Metaphor in the teaching of environmental science." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10020326/.

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Studies of metaphors in teaching and learning have underlined the important role of metaphors in reasoning, but have sometimes failed to show the effect of metaphor on how scientific concepts are represented, and have sometimes overlooked hidden metaphors in their attempts to be explicit about how metaphor functions. This study investigates metaphor in the context of teaching environmental science. It does not assume any simple correlation between surface linguistic cues and the presence or kind of metaphor. Two theoretical approaches have been chosen, Systemic Functional Linguistics (M. Halliday) which sees language as a social construction of meaning, and Image Schema (M Johnson and G Lakoff) which has developed in cognitive science and cognitive linguistics. These two approaches are used to discuss examples of metaphors from a number of lessons which have been observed and video-recorded, and in a variety of textbooks used as resource materials in teaching environmental science. The choice of environmental science as the subject matter arises from two of its distinct characteristics. One is the fact that ideology triggers and shapes the interests, decisions and choices of materials, issues, arguments, reasons, etc. But there is nothing like one unique ideology, on the contrary conflicts of different ideologies raise differences about what will be selected and how it will be represented. At this point there is a special role taken on by metaphor. Metaphors provide the means for creating differences and similarities, thus bringing together or keeping apart ideologies. Second, the teaching of environmental science does not appear as the teaching of science only, bounded from anything else, but is a blend of accounts of scientific and commonsense knowledge. Metaphors appear at the overlapping points where this blending takes place. It is not the purpose of the thesis to question, or to contribute to, the theoretical perspectives adopted. Rather, its interest is in how these perspectives provide, each in their own way, insights into the nature of the discourse of teaching environmental science, and thus to raise questions about its effectiveness.

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