Relevant bibliographies by topics / Computer science. Cognitive psychology

Contents

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

Academic literature on the topic 'Computer science. Cognitive psychology'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Computer science. Cognitive psychology"

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Kumar, David D., Stanley L. Helgeson, and Arthur L. White. "Computer technology-cognitive psychology interface and science performance assessment." Educational Technology Research and Development 42, no. 4 (December 1994): 6–16. http://dx.doi.org/10.1007/bf02298052.

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Oaksford, Mike, Nick Chater, and Keith Stenning. "Connectionism, classical cognitive science and experimental psychology." AI & Society 4, no. 1 (January 1990): 73–90. http://dx.doi.org/10.1007/bf01889765.

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Robertson, Scott P. "Applications of Cognitive Science to Human-Computer Interaction." Contemporary Psychology: A Journal of Reviews 35, no. 12 (December 1990): 1132–33. http://dx.doi.org/10.1037/029203.

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Gentner, Dedre. "Psychology in Cognitive Science: 1978-2038." Topics in Cognitive Science 2, no. 3 (July 9, 2010): 328–44. http://dx.doi.org/10.1111/j.1756-8765.2010.01103.x.

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Agarwal, Pooja K., and Henry L. Roediger. "Lessons for learning: How cognitive psychology informs classroom practice." Phi Delta Kappan 100, no. 4 (November 26, 2018): 8–12. http://dx.doi.org/10.1177/0031721718815666.

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The learning sciences span multiple fields, including psychology, computer science, and neuroscience. In particular, cognitive psychology focuses on complex operations that occur inside the brain. Attention to these hidden processes can reveal ways to promote lasting learning. Pooja Agarwal and Henry Roediger draw on research in both the laboratory and the classroom to identify four important strategies — retrieval practice, feedback, spaced practice, and interleaving — that have been shown to help students learn. The effects of these practices apply across multiple grade levels and subject areas, and teachers can often incorporate them by making minor tweaks to their current practices.
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Gierl, Mark J., and Jiawen Zhou. "Computer Adaptive-Attribute Testing." Zeitschrift für Psychologie / Journal of Psychology 216, no. 1 (January 2008): 29–39. http://dx.doi.org/10.1027/0044-3409.216.1.29.

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The influence of interdisciplinary forces stemming from developments in cognitive science, mathematical statistics, educational psychology, and computing science are beginning to appear in educational and psychological assessment. Computer adaptive-attribute testing (CA-AT) is one example. The concepts and procedures in CA-AT can be found at the intersection between computer adaptive testing and cognitive diagnostic assessment. CA-AT allows us to fuse the administrative benefits of computer adaptive testing with the psychological benefits of cognitive diagnostic assessment to produce an innovative psychologically-based adaptive testing approach. We describe the concepts behind CA-AT as well as illustrate how it can be used to promote formative, computer-based, classroom assessment.
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Halford, Graeme S. "Applications of Cognitive Developmental Theory and Data to Educational Psychology." Australian Educational and Developmental Psychologist 8, no. 1 (May 1991): 7–8. http://dx.doi.org/10.1017/s0816512200026304.

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Recent developments in Cognitive Psychology and in the new discipline of Cognitive Science (an integration of Cognitive Psychology, Computer Science, Linguistics, Philosophy of Mind, and Cognitive Neuroscience) have made it appropriate to consider new ways in which Cognitive Development and Educational Psychology can benefit each other. Cognitive Development can contribute to Educational Psychology by specifying cognitive processes entailed in educationally relevant tasks, by analysing processing loads, and by indicating more efficient ways of using available capacity. Cognitive Psychology and Cognitive Science have now produced some penetrating theories of the cognitive processes that underlie a wide variety of intellectual activities. Although there is still much work remaining to be done, these developments can be used to analyse the strategies children and adults use in solving problems in areas such as mathematics and science. This can result in benefits in both learning and remediation. Educational Psychology can benefit Cognitive Development by offering alternativeconcepts, by providing realistic problems for analysis, and by providing a testing ground for its theories. I will illustrate these ideas in the area of mathematics.
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Ellis, Nick. "COGNITIVE APPROACHES TO SLA." Annual Review of Applied Linguistics 19 (January 1999): 22–42. http://dx.doi.org/10.1017/s0267190599190020.

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Getting to know a second language is an act of cognition par excellence. Yet 'Cognitive Approaches to SLA' implies something more than the general research enterprise of SLA. It highlights the goals of cognitive psychologists who search for explanations of second language cognition in terms of mental representations and information processing. It places SLA within the broader remit of cognitive scientists, who—influenced by Marr (1982) to seek understanding at all three levels of function, algorithm, and hardware—work in collaborations involving cognitive psychology, linguistics, epistemology, computer science, artificial intelligence, connectionism, and the neurosciences. It implies the empiricism of cognitive psychology, searching for truths about the world through observation and experimentation and, at times, the rationalism of cognitive scientists who theorize through the construction of formal systems such as those in mathematics, logic, or computational simulation. Much of the research is purely theoretical, but, as in applied cognitive psychology, pure theory can often spin off into important applications, and applied research using longitudinal or training designs in field situations can often advance theory.
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Tempel, Tobias, Claudia Niederée, Christian Jilek, Andrea Ceroni, Heiko Maus, Yannick Runge, and Christian Frings. "Temporarily Unavailable: Memory Inhibition in Cognitive and Computer Science." Interacting with Computers 31, no. 3 (May 1, 2019): 231–49. http://dx.doi.org/10.1093/iwc/iwz013.

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Abstract Inhibition is one of the core concepts in Cognitive Psychology. The idea of inhibitory mechanisms actively weakening representations in the human mind has inspired a great number of studies in various research domains. In contrast, Computer Science only recently has begun to consider concepts such as digital forgetting or suppression of irrelevant information to complement activation and highlighting of relevant information. Here, we review psychological research on inhibition in memory and link the gained insights with the current efforts and opportunities in Computer Science of incorporating inhibitory principles for reducing information overload and improving information retrieval in Personal Information Management. Four common aspects guide this review in both domains: (i) the purpose of inhibition to increase processing efficiency; (ii) its relation to activation; (iii) its links to contexts; (iv) its temporariness. In summary, the principle of suppressing information has been used by Computer Science for enhancing software in some ways already. Yet, we consider how novel methods for reducing information overload can be inspired by a more systematic involvement of the inhibition concept.
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Ismafairus Abd Hamid, Aini, Jafri Malin Abdullah, and Norsiah Fauzan. "The Future of Cognitive Neuroscience." International Journal of Engineering & Technology 7, no. 3.22 (August 8, 2018): 1. http://dx.doi.org/10.14419/ijet.v7i3.22.17111.

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Cognitive neuroscience is an interdisciplinary area focusing on the application of neuroscience knowledge in areas such as neuroimaging studies, computer science, psychology, marketing, business, general and special education, social sciences, engineering, biology, learning science, health, etcetra. It is a new emerging field that may help Malaysia in the move towards 2050 for the development of economic, improve levels of knowledge and education, intensify healthcare, enhance people’s well-being and expand network collaboration. Academicians, scientists, industry and educators must concentrate on the application cognitive neuroscience in their field of studies. There is a lack of neuroscientists in these fields, and concentrated efforts must come from the top down as well as the bottom up. We need to bring brain and mind sciences and neuroscience to a reputable level that will improve physical and mental health and increase creativity and innovation in Malaysia: A national institute to amalgamate the creative and innovative mind, behaviour, and brain sciences and neuroscience must be established.
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Dissertations / Theses on the topic "Computer science. Cognitive psychology"

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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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Nafa, Fatema B. "DISCOVERING HIDDEN COGNITIVE SKILL DEPENDENCIES BETWEEN KNOWLEDGE UNITS USING MARKOV COGNITIVE KNOWLEDGE STATE NETWORK (MCKSN)." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1553688024482058.

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Dillon, Andrew, Marian Sweeney, Val Herring, Phil John, and Enda Fallon. "The Psychology of designer style." DTI/IED Publications, 1988. http://hdl.handle.net/10150/106073.

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This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A., Sweeney, M., Herring, V., John, P. and Fallon, E. (1988) The psychology of designer style. The Alvey Conference 1988. DTI/IED Publications, 323-327. 1. INTRODUCTION: Underlying the notion of style is a basic premise that all designers are not the same and that the manner in which any designer tackles a problem and proposes a solution may be qualitatively different from other designers. If this is shown to be the case and the concept of designer style can be meaningfully discussed then any model of the process of design should allow for such variation at the level of the group or individual. This basically describes the starting point of the HUSAT team's investigation of the concept.
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Hoehl, Jeffery Arthur. "Exploring Web Simplification for People with Cognitive Disabilities." Thesis, University of Colorado at Boulder, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108753.

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The web has become more than a supplementary information resource but a valuable and pervasive tool for nearly all aspects of daily life including social and community participation, health promotion, creative pursuits, education, and employment opportunity. However, the web is not yet easily accessible to all people, particularly those with cognitive disabilities who encounter many challenges with access and use of the web including limited accessibility of online content and difficulty with content comprehension. Furthermore, little is documented about how individuals with cognitive disabilities who currently use the web are overcoming or being inhibited by these challenges. Much of what is documented is anecdotal or generalized as broad technical guidance rather than providing methods to empower individual end users. This research explores which websites people with cognitive disabilities use and do not use and what challenges and successes they encounter with those websites. We developed the SimpleWebAnywhere tool to address the above research needs and serve as a technology probe to determine how content simplification affects web use by people with cognitive disabilities. We explored personalizable content transformation techniques, including advertisement removal, content extraction, and text to speech, to make webpages easier to use and comprehend. We found that many people with cognitive disabilities frequently access the web for long periods of time despite popular opinion to the contrary. Web access is preferred via mobile platforms, such as smartphones and tablet computers. Users had a strong preference for entertainment content largely comprised of images, videos, and games but did not necessarily have difficulty using or understanding long, complex textual content. An intercommunity approach of combining existing open source software to provide personalized content manipulations was found to be an effective method to improve web accessibility for people with cognitive disabilities.

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Tanviruzzaman, Mohammad. "Towards usable end-user authentication." Thesis, Marquette University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3623762.

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Authentication is the process of validating the identity of an entity, e.g., a person, a machine, etc.; the entity usually provides a proof of identity in order to be authenticated. When the entity — to be authenticated — is a human, the authentication process is called end-user authentication. Making an end-user authentication usable entails making it easy for a human to obtain, manage, and input the proof of identity in a secure manner. In machine-to-machine authentication, both ends have comparable memory and computational power to securely carry out the authentication process using cryptographic primitives and protocols. On the contrary, as a human has limited memory and computational power, in end-user authentication, cryptography is of little use. Although password based end-user authentication has many well-known security and usability problems, it is the de facto standard. Almost half a century of research effort has produced a multitude of end-user authentication methods more sophisticated than passwords; yet, none has come close to replacing passwords.

In this dissertation, taking advantage of the built-in sensing capability of smartphones, we propose an end-user authentication framework for smartphones — called ePet — which does not require any active participation from the user most of the times; thus the proposed framework is highly usable. Using data collected from subjects, we validate a part of the authentication framework for the Android platform. For web authentication, in this dissertation, we propose a novel password creation interface, which helps a user remember a newly created password with more confidence — by allowing her to perform various memory tasks built upon her new password. Declarative and motor memory help the user remember and efficiently input a password. From a within-subjects study we show that declarative memory is sufficient for passwords; motor memory mostly facilitate the input process and thus the memory tasks have been designed to help cement the declarative memory for a newly created password. This dissertation concludes with an evaluation of the increased usability of the proposed interface through a between-subjects study.

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Reichherzer, Thomas Ralf. "A concept map-based approach to document indexing and navigation." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358941.

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Thesis (Ph.D.)--Indiana University, Dept. of Computer Science, 2009.
Title from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: B, page: 3009. Adviser: David B. Leake.
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Landy, David. "Formal notations as diagrams of abstract structure." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278244.

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Thesis (Ph.D.)--Indiana University, Computer Science and Cognitive Science, 2007.
Title from PDF t.p. (viewed Nov. 11, 2008). Source: Dissertation Abstracts International, Volume: 68-09, Section: B, page: 6350. Advisers: Robert L. Goldstone; Michael Gasser.
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Luo, Jun. "The dynamics of permanence." [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3162246.

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Thesis (Ph.D.)--Indiana University, Dept. of Computer Science and Cognitive Science, 2004.
Title from PDF t.p. (viewed Dec. 1, 2008). Source: Dissertation Abstracts International, Volume: 66-01, Section: B, page: 0369. Chairs: Michael E. Gasser; Linda B. Smith.
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Skau, Drew West. "Measuring the effects of chart embellishments to better understand our perception of charts." Thesis, The University of North Carolina at Charlotte, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10245402.

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News organizations, non-profits, and even government agencies use information graphics to advertise and communicate their messages. Data visualizations are used heavily in these graphics, but they also often incorporate unusual design elements to help catch viewers’ eyes. In the struggle to rise to the top of the crowd, the data visualizations in infographics are often embellished with additions and modifications to the raw chart. The general consensus is that these embellishments can make charts less effective at communicating information, but most of them have never been tested to see if this is true. This work examines the factors in bar, pie, and donut charts that affect our perception of the charts.

I approach this in two different ways, both using a series of surveys on Mechanical Turk. The work on pie charts examines the individual contribution of arc-length, angle, and area variables so that embellishments may be evaluated based on their use of visual variables. The bar chart work examines some of the most common embellishments designers make to bar charts. This approach allows the isolated study of embellishments to determine which hinder or contribute the most to our perception of charts. I conclude with concrete recommendations based on the findings of the studies. My results show that conventional wisdom about how these charts are perceived is not always correct, and some types of embellishments are harmful while others have virtually no effect.

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Belavkin, Roman V. "On emotion, learning and uncertainty : a cognitive modelling approach." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/13768/.

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A problem of emotion and cognition is considered within a unified theory of cognition. There is a strong case for modern cognitive models to take arousal component of emotion into account because of its significant influence on performance (e.g. the inverted-U effect). Several hypotheses have been proposed to explain this effect, but they have not been integrated into cognitive architectures. Based on the analysis of the ACT-R (Anderson & Lebiere, 1998) cognitive architecture the mechanisms that can be used to model this effect are identified. Then a model of the classical Yerkes and Dodson experiment is introduced. The model matches the data by modifying several parameters, particularly noise and goal value in the conflict resolution strategy. Thus, the model supports the idea that the character of decision making changes for different arousal and motivational states. The effect of these changes on learning is analysed using information theory. In particular, randomness in behaviour due to a noise increase leads to a faster entropy reduction. Thus, noise can improve learning in the initial stage of problem exploration or upon changes in the environment. Furthermore, dynamic motivation can optimise the expenditure of effort. Therefore, emotion may play an important role in adaptation of cognitive processes. It is argued that the current conflict resolution mechanism in ACT-R does not explain the dynamics suggested by the model. A new theory and algorithm are proposed that use posterior estimation of expected costs. There are three main contributions of the thesis: 1) Ways of including the effects of emotion and motivation into cognitive models; 2) The analysis of the role of emotion in learning and intelligence; and 3) The introduction of a new machine learning algorithm suitable for applications not only in cognitive modelling, but in other areas of computer science.
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Books on the topic "Computer science. Cognitive psychology"

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The Psychology of Expertise: Cognitive Research and Empirical AI. New York, NY: Springer New York, 1992.

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Logical processes in humans and computers: Theory and research in psychology and artificial intelligence. Westport, Conn: Praeger, 2003.

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Neural, Computation and Psychology Workshop (5th 1998 Birmingham England). Connectionist models in cognitive neuroscience: The 5th Neural Computation and Psychology Workshop, Birmingham, 8-10 September 1998. London: Springer, 1999.

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G, Steely Donald, ed. Inferred functions of performance and learning. Mahwah, N.J: Lawrence Erlbaum Associates, 2004.

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Trehub, Arnold. The cognitive brain. Cambridge, Mass: MIT Press, 1991.

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Ren gong xin li. Beijing Shi: Ji xie gong ye chu ban she, 2007.

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Introduction to neural and cognitive modeling. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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Sowarka, Bernhard. Strategien der Informationsverarbeitung im Beratungsdiskurs: Kognitionswissenschaftliche Überlegungen und empirische Analysen zur Wissensrepräsentation und subjektiven Theorie klinischer Beratungsexperten. Weinheim: Deutscher Studien Verlag, 1991.

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Wagman, Morton. Language and thought in humans and computers: Theory and research in psychology, artificial intelligence, and neural science. Westport, Conn: Praeger, 1998.

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Wagman, Morton. Scientific discovery processes in humans and computers: Theory and research in psychology and artificial intelligence. Westport, CT: Praeger, 2000.

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Book chapters on the topic "Computer science. Cognitive psychology"

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Zhang, Hongjuan, Yunxia Wang, Baohua Zhao, Guijie Li, and Yongjian Lou. "Multimedia Instructional Design Corresponded to Cognitive Psychology." In Lecture Notes in Computer Science, 155–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-89962-4_16.

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da Silva, Armando Malheiro, Fernanda Ribeiro, and Fernanda Martins. "Information Science and Cognitive Psychology: A Theoretical Approach." In Communications in Computer and Information Science, 189–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16032-5_17.

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Gao, Caiyun, and Feifei Wang. "Application of Cognitive Psychology in Web-Based Instruction." In Communications in Computer and Information Science, 196–203. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16339-5_26.

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Boyack, Kevin W., Brian N. Wylie, and George S. Davidson. "Information Visualization, Human-Computer Interaction, and Cognitive Psychology: Domain Visualizations." In Lecture Notes in Computer Science, 145–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-36222-3_11.

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Saleema, A., and Sabu M. Thampi. "User Recognition Using Cognitive Psychology Based Behavior Modeling in Online Social Networks." In Communications in Computer and Information Science, 130–49. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4828-4_12.

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Wu, Lei, Yao Su, Juan Li, Lijun Mou, Yue Sun, Yekai Wei, Huai Cao, and Chong Feng. "User Experience Evaluation of Intelligent Tunnel Digital Monitoring Interface Based on Cognitive Psychology." In Communications in Computer and Information Science, 410–17. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23522-2_53.

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Barrett, Justin L. "Cognitive Science Psychology." In Encyclopedia of Sciences and Religions, 412–18. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_222.

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Lesgold, Alan M. "Cognitive science society." In Encyclopedia of psychology, Vol. 2., 162–63. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10517-060.

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Leahey, Thomas Hardy. "Cognitive Science (1956–2016)." In A History of Psychology, 375–416. Eighth Edition. | New York, NY : Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315624273-12.

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Bertelson, Paul, Michel Imbert, Ruth Kempson, Daniel Osherson, Helmut Schnelle, Norbert Streitz, A. J. W. M. Thomassen, and Paolo Viviani. "What is Cognitive Science ?" In Recent Research in Psychology, 6–11. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-85276-3_2.

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Conference papers on the topic "Computer science. Cognitive psychology"

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Thilanka, S. A. R., H. M. T. N. Dayarathna, M. Pranavan, and P. R. Wijewantha. "Cognitive psychology oriented education with virtual learning and continuous evaluation." In 2014 9th International Conference on Computer Science & Education (ICCSE). IEEE, 2014. http://dx.doi.org/10.1109/iccse.2014.6926599.

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MacDonald, Erin, and Jinjuan She. "Seven Cognitive Concepts for Successful Sustainable Design." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70676.

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For the past forty years, social science researchers have studied how to encourage pro-environmental behaviors such as the adoption of recycling programs, water conservation strategies, and purchase of sustainable products. This article presents a synthesis of these research findings as they relate to the design of sustainable products and technologies. Research from environmental psychology, consumer studies, economics, decision sciences, public policy, and behavioral psychology are organized into cognitive concepts that are crucial to the successful purchase and use of sustainable products. The cognitive concepts reviewed are: responsibility, complex decision-making skills, decision heuristics, the altruism-sacrifice link, trust, cognitive dissonance/guilt, and motivation. Product examples are provided to highlight the role of these cognitive concepts in sustainable design. Design recommendations and relevant design methods are discussed. The recommendations require dynamic and on-going coordination between designers, manufacturers, marketers, and government policy-makers to achieve positive changes in individuals’ behaviors. The success of sustainable products depends on the success of this coordination.
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Minfeng, Hou, and Fu Liming. "On auto bionic modeling design study based on cognitive psychology theories." In 2011 International Conference on Mechatronic Science, Electric Engineering and Computer (MEC). IEEE, 2011. http://dx.doi.org/10.1109/mec.2011.6025793.

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Zhu, Xiaojin, Zhiting Xu, and Tushar Khot. "How creative is your writing? A linguistic creativity measure from computer science and cognitive psychology perspectives." In the Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1642011.1642023.

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Sathyanarayana, Dileep, and Sundar Krishnamurty. "A Visualization-Based Approach to Engineering Kinematics Using Cognitive Models." In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57717.

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Visualization and spatial reasoning are integral to developing an understanding of contemporary sciences. They form the basis for understanding a wide variety of topics across science, mathematics and engineering, including molecular structures, topologies, motion and forces, and manufacturing processes. Within engineering, it can be argued that challenging and time consuming topics such as kinematics can be better taught by faculty, and hence better understood and appreciated by students, by advancing our understanding of human visualization and spatial reasoning and using this knowledge to develop computer-based visualization instruction in ways that maximize their effectiveness. The achievement of such a goal will require importing proven extant theories from other fields such as psychology, education, engineering and computer science. This paper presents the results of one such effort for teaching engineering kinematics. The motivation for this work can be found in cognitive science literature, where motion comprehension has been identified and studied as a mental task. Accordingly, a major task in doing this work involved the study of cognitive models of motion comprehension, and identifying key stages present in them. Mapping such key stages in motion comprehension on to kinematics domain, this paper presents the framework for the visual comprehension based pedagogical approach to kinematics. A web-based gear-trains tutor has been developed to demonstrate this concept. Results from the tests on a controlled population of engineering students are presented and the efficacy of a visual comprehension based approach as an instructional tool is discussed.
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Pedret, K., and L. H. Shu. "Informing Design Defixation Using Interventions for Psychiatric Disorders." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98277.

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Abstract Design fixation has been extensively studied in the context of engineering design, leading to several interventions to reduce its negative effects. The concept of mental fixation has roots in diverse psychological contexts from Freudian psychoanalysis to Gestaltism and eating disorders. Although the underlying concepts are similar, the phenomenon has different names, including mental set, rumination, functional fixedness, obsession, etc. Mental fixation in its various forms is always a barrier to problem solving, whether the problem is a psychological disorder or an engineering-design task. The present paper explores the applicability to design fixation of cognitive therapy, a form of psychotherapy that relies on questioning to identify and modify inaccurate perceptions. Originally developed to treat depression, it is now used to treat a variety of psychiatric disorders. Specific interventions used in cognitive therapy are described in detail towards developing new means of overcoming design fixation. These interventions include cognitive restructuring and exposure response prevention. Also explored are links to other research results from psychology and cognitive science, including focused distraction, and the effects of music and physical exercise. In addition to developing new interventions, existing design-fixation interventions can also be supplemented using insights from these research results.
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Shah, Jami J., Steven M. Smith, Noe Vargas-Hernandez, David R. Gerkens, and Muqi Wulan. "Empirical Studies of Design Ideation: Alignment of Design Experiments With Lab Experiments." In ASME 2003 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/detc2003/dtm-48679.

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Although various Idea Generation (IG) methods exist for conceptual design, the ideation process is still hardly understood. There is a need for a Design Ideation Model that explains the variables and processes occurring during IG. Cognitive Science provides models and theories, but these are usually derived from simple tasks or problems. On the other hand, Design Research simulates real world design better, but experimentation at the design level is time consuming and is difficult to isolate due to interactions of the variables involved. This paper introduces an approach for the alignment of experiments at the design level with lab experiments in cognitive psychology. Two key concepts that make this alignment possible are: ideation components (mechanisms believed to promote IG) recognized in Design Research and Cognitive Science, and uniform measures. The long-term objective of this research is the creation of a Design Ideation Model; this will require the testing and modeling of several of these ideation components. This paper presents results from Design and Lab Experiments for a selected component: incubation. Results are discussed and their significance explained in the context of the Design Ideation Model. This study found that, based on the correlation at both the Lab and Design Experiments, incubation had a positive impact on Design Ideation. Further, the alignment approach followed proved to be appropriate for the individual modeling of ideation components.
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Murphy, Dominic. "Cognitive Science Without Cognitive Psychology." In 9th Conference of the Australasian Society for Cognitive Science. Sydney: Macquarie Centre for Cognitive Science, 2010. http://dx.doi.org/10.5096/ascs200938.

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Colling, Lincoln, and Reece Roberts. "Cognitive psychology does not reduce to neuroscience." In 9th Conference of the Australasian Society for Cognitive Science. Sydney: Macquarie Centre for Cognitive Science, 2010. http://dx.doi.org/10.5096/ascs20097.

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Tadeusiewicz, R. "Computers in psychology and psychology in computer science." In 2010 International Conference on Computer Information Systems and Industrial Management Applications (CISIM). IEEE, 2010. http://dx.doi.org/10.1109/cisim.2010.5643696.

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Reports on the topic "Computer science. Cognitive psychology"

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‘Understanding developmental cognitive science from different cultural perspectives’ – In Conversation with Tochukwu Nweze. ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13666.

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Tochukwu Nweze, lecturer in the Department of Psychology, University of Nigeria, Nsukka and, PhD student in MRC Cognition and Brain Sciences Unit, University of Cambridge talks about his recent paper on parentally deprived Nigerian children having enhanced working memory ability, how important is it to study cultural differences in cognitive adaption during and following periods of adversity, and how can mental health professionals translate this understanding of difference into their work.
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