Academic literature on the topic 'History of Cognitive Science'

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Journal articles on the topic "History of Cognitive Science"

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Sofronova, Lidia. "Historical Cognition and Cognitive Sciences: New in Russian Historiography." ISTORIYA 12, no. 8 (106) (2021): 0. http://dx.doi.org/10.18254/s207987840016952-6.

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The article presents an analytical review of the recent literature on cognitive history, especially the Russian collective monograph “Cognitive Sciences and Historical Cognition”, published in 2020. It traces the patterns typical for interdisciplinary research not only within the humanitarian disciplines, but also at the “borders” between the humanities and the “natural sciences”. The article highlights the paradoxical and productive nature of the “mutual interventions” of cognitive science and the humanities, which contribute to overcoming “atomism” both within the humanities and at the “frontier” between them and the natural science disciplines.
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Dartnall, Terry, Steve Torrance, Mark Coulson, et al. "Cognitive science." Metascience 5, no. 1 (1996): 95–166. http://dx.doi.org/10.1007/bf02988881.

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Talmont-Kaminski, Konrad. "The cognitive science of the history of science." Religio: revue pro religionistiku, no. 1 (2020): [31]—36. http://dx.doi.org/10.5817/rel2020-1-3.

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Elfenbein, Andrew. "Cognitive Science and the History of Reading." PMLA/Publications of the Modern Language Association of America 121, no. 2 (2006): 484–502. http://dx.doi.org/10.1632/003081206x129675.

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Cognitive psychologists studying the reading process have developed a detailed conceptual vocabulary for describing the microprocesses of reading. Modified for the purposes of literary criticism, this vocabulary provides a framework that has been missing from most literary-critical investigations of the history of literate practice. Such concepts as the production of a coherent memory representation, the limitations of working memory span, the relation between online and offline reading processes, the landscape model of comprehension, and the presence of standards of coherence allow for close attention to general patterns in reading and to the ways that individual readers modify them. The interpretation of Victorian responses to the poetry of Robert Browning provides a case study in the adaptation of cognitive models to the history of reading. Such an adaptation can reveal not only reading strategies used by historical readers but also those fostered by the discipline of literary criticism. (AE)
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Morais, José. "Applied Psycholinguistics: A Science at the crossroads of cognition and language." Signo 47, no. 88 (2022): 96–112. http://dx.doi.org/10.17058/signo.v47i88.17387.

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Abstract: Applied Psycholinguistics is a science that engages many others: experimental psychology, cognitive and neurocognitive sciences, linguistics, psychology of language and literacy, and educational and remediation sciences. The present paper’s objective is to show Science is itself a changing combination of ever-changing sciences without close boundaries, which implies the necessity of crossing domains in both research and learning. After a reminder of several topics of relevance to applied psycholinguistics, which concern mental processing, how cognition relates to the brain and to language, and how cognition and language engendered literacy, I argue that research in the corresponding sciences needs to be opened to other dimensions, such as society, culture, and politics. Finally, I evoke the history of the ideas regarding the isolationism of individualized sciences vs. their unification, taking, as examples of the latter, the early Marxism, and the International Movement for the Unity of Science from the fourth decade of the 20th century. Keywords: Applied Psycholinguistics; literacy as product of cognition and language; concept of Science; history of scientific ideas; permeability of science to culture and politics.
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Nersessian, Nancy J. "Opening the Black Box: Cognitive Science and History of Science." Osiris 10 (January 1995): 194–211. http://dx.doi.org/10.1086/368749.

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Sedlacek, Miroslav. "Models of Mind That Are Implied by Cognitive Science." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 2, no. 5 (2017): 33–36. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.25.3005.

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Three models of mind were proposed during the history of cognitive science: functionalist, psychological, and neural model. The functionalist model of mind is based on symbol manipulation (computation). This model has two versions: the conception of mind as an innate information processor and problem solver, and mind as innate cognitive and visual system. A psychological model of mind is the extension by “common sense”. The alternative is mind as a cognitive and visual system that is based mostly on manipulation of internal mental data. The neural model is the only model of embodied mind. It has two versions: non-pragmatic and pragmatic (autopoietic, distributed, and social mind).
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Dunér, David. "Human Mind in Space and Time: Prolegomena to a Cognitive History." ISTORIYA 12, no. 8 (106) (2021): 0. http://dx.doi.org/10.18254/s207987840016836-8.

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The last decades have seen a noticeable increase in cognitive science studies that have changed the understanding of human thinking. Its relevance for historical research cannot be overlooked any more. Cognitive history could be explained as the study of how humans in history used their cognitive abilities in order to understand the world around them and to orient themselves in it, but also how the world outside their bodies affected their way of thinking. In focus for this introductory chapter is the relationship between history and cognition, the human mind’s interaction with the environment in time and space. The chapter discusses certain cognitive abilities in interaction with the environment, which can be studied in historical sources, namely: embodied mind, situated cognition, perception, distributed cognition, conceptual metaphors, categorization, intersubjectivity, and communication. These cognitive theories can give deeper understanding of how — and not only what — humans thought, and about the interaction between the human mind and the surrounding world. The most ambitious aim of such a cognitive history could be to inform the research on the cognitive evolution of the human mind.
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Longobardi, Giuseppe. "Methods in parametric linguistics and cognitive history." Linguistic Variation Yearbook 2003 3 (December 31, 2003): 101–38. http://dx.doi.org/10.1075/livy.3.06lon.

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The present paper addresses some foundational issues on the status of parametric linguistics, understood as a partially independent new branch of formal grammar and of the cognitive sciences more generally. Chomsky’s (1964) original three levels of adequacy are extended to five and it is then suggested that the theory of parameters, being able to deal with cultural variation, is in the best position to achieve adequacy at the fourth proposed level, one connected with historical explanations, and some methods to pursue this goal are proposed. The development of parametric linguistics is viewed as a major step toward the potential application of the Galilean style of formal grammar both to the study of linguistic history and to other domains of cognitive science and cultural anthropology.
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Bloor, David. "Cognitive Models of Science." Social Studies of Science 23, no. 4 (1993): 743–57. http://dx.doi.org/10.1177/030631293023004005.

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Dissertations / Theses on the topic "History of Cognitive Science"

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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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Vincent, Linden Faith. "Science, technology and agency in the development of droughtprone areas : a cognitive history of drought and scarcity." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551022.

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Husain, Ahraz. "Understanding How Developers Work on Change Tasks Using Interaction History and Eye Gaze Data." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1452160567.

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McQuinn, Brian. "Inside the Libyan revolution : cognitive foundations of armed struggle." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711696.

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Rickels, Christopher A. "Inherited Ontologies and the Relations between Philosophy of Mind and the Empirical Cognitive Sciences." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365012314.

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Farhanieh, Iman. "A Study in History Teaching Using Serious Games." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12948.

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The goal of this study is to observe if having more interactivity and media richness in teaching will lead to more meaningful learning and remembering information longer, compared to more traditional teaching such as books and slideshow presentations. It has been revealed that using multimedia tools such as video games, which use different cognitive load-reducing methods, can help the learner use less irrelevant cognitive process. This will lead to more cognitive load being assigned to more relevant materials. Two groups of participants were compared to each other, where one group was asked to play a video game containing historical information about the city of Skövde, while the second group was presented with a slideshow containing the historical information but only as simple text. The results from the experiment suggested that there is a significant difference between the two groups, meaning the participants who were asked to play the video game has less difficulty in recalling information after 7 days compared to the group who only read the slideshow presentation.
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Greville, K. A. "Central auditory processing in children with a history of neonatal jaundice." Thesis, University of Auckland, 1990. http://hdl.handle.net/2292/1986.

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An experimental group (Group A) of 22 children around 7 years of age who had normal hearing for pure tones but who had experienced neonatal jaundice with peak bilirubin levels of at least 300 µmol/l was tested on a range of audiological tests selected to assess aspects of their central auditory processing. Children who had not been tested for bilirubin level were selected as control subjects (Group B); they were matched on the variables gender, race, gestational age, birthweight, Apgar scores and occurrence of respiratory problems. A smaller experimental group, Group C (n=7), with peak bilirubin levels between 250 and 299 µmol/l but with perinatal complications was also studied. The experimental groups had higher mean acoustic reflex thresholds and lower mean reflex amplitudes than the control group. Acoustic reflex threshold patterns of abnormality consistent with central dysfunction occurred in two children from the main experimental group and two children in the control group. None of the children from Group C showed abnormal reflex thresholds. Acoustic reflex amplitude patterns of abnormality consistent with central dysfunction were present in six children from Group A and two children from Group C, compared with three children from the control group. Masking level differences were absent in five subjects from Group A and three children from Group C, compared with three control subjects. No group differences were evident for ABR latency or amplitude measures, but poor morphology or repeatability of wave V was observed in ten subjects from Group A and three children from Group C, compared with five children from the control group. A larger number of failures within the experimental groups was found for two of the four speech tests, that is, for interrupted and filtered speech tests, but not speech in noise or competing words tests. Five children from Group A (but none from Group C) performed poorly on the interrupted speech test, compared with two from Group B. The filtered speech test was failed by six children from Group A and two children from Group C, compared with two from Group B. Parental reports of behavioural or learning disorders were distributed equally among the groups and were not associated with particular patterns of test failure. Overall, children in the experimental groups failed significantly more tests of central auditory functioning than did children in the control group (F(2,48)=5.5,p<.01). The results were interpreted as implicating jaundice in long-term central auditory processing abnormalities.
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Heintz, Christophe. "Cognition scientifique et évolution culturelle : outils théoriques pour incorporer les études cognitives aux études sociales de la science." Phd thesis, Ecole des Hautes Etudes en Sciences Sociales (EHESS), 2007. http://tel.archives-ouvertes.fr/tel-00145899.

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Cette thèse préconise d'utiliser des outils théoriques de l'anthropologie cognitive pour l'étude scientifique de la science. Ces outils sont l'´epidémiologie des représentations, développée par Dan Sperber, et l'étude de la cognition distribuée, telle qu'elle à été développée par Ed Hutchins. Ces deux théories, qui sont par ailleurs étroitement liées, ont pour apport essentiel de permettre d'intégrer les études cognitives et sociales de la science. Deux études d'histoire des mathématiques illustrent le potentiel explicatif de ces théories : le développement du calcul infinitésimal en France au début du 18ème siècle, et l'avènement des ordinateurs dans la pratique des mathématiques, marqué par la preuve du théorème des quatre couleurs.
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BALUNOVIC, Filip. "The cognitive background of activism : exploring ideas behind counter-hegemonic discourses in Belgrade, Zagreb and Sarajevo." Doctoral thesis, Scuola Normale Superiore, 2020. http://hdl.handle.net/11384/90433.

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The central topic of this work is the relationship between critical knowledge and the counter-hegemonic activist struggles in Belgrade, Sarajevo and Zagreb. While looking at the “cognitive background” of activism, both non-theoretical and theoretical knowledge is taken into account. The accent is nonetheless on the theoretical knowledge. Critical ideas, on the other hand, have been inspiring social and political actions for centuries. The question of the nature of this relationship, including the mechanisms of diffusion, concrete sources and reasoning behind it, has thus far remained under - researched. Which type of knowledge is considered to be “movement relevant” today? Where does it come from, through which channels and which social, structural and organizational factors influence its consolidation and operationalization within social movement collectives? All these questions are addressed through a research conducted in a specific context of the post-socialist former Yugoslavia.
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Chalozin-Dovrat, Lin. "Les rapports entre le temps et l'espace dans les théories linguistiques." Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040013.

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Depuis plusieurs décennies, un nombre important de travaux en linguistique et sciences cognitives avancent une thèse selon laquelle l’expression du temps dans la langue dépend de la cognition de l’espace. Cette étude cherche à établir que le discours scientifique sur les rapports temps–espace dans la langue et la cognition est un objet épistémologique qui a sa propre histoire et ses propres motivations disciplinaires. Ainsi, le programme de recherche généralement admis est le produit d’une trame complexe d’intérêts qui ne favorisent pas nécessairement la recherche de l’objet scientifique. Dans une première partie, nous confirmons que les rapports linguistiques entre temps et espace constituent un objet historique et variable, tant dans la langue que dans la pensée sur la langue. Dans une deuxième partie, nous explorons la tendance à la spatialisation du temps dans les écrits des philosophes et grammairiens des Lumières et dans le travail de Gustave Guillaume (1883–1960). Dans une troisième partie, nous examinons le paradigme de la priorité spatiale dans la linguistique cognitive à partir des années 1970 jusqu’à nos jours. Les résultats de cette étude nous amènent à proposer des lignes directrices pour la recherche future des manifestations linguistiques des rapports temps–espace<br>Over the past few decades, a considerable number of studies in linguistics and the cognitive sciences have put forward the claim that the expression of time in language relies on the cognition of space. This study aims to show that the scientific discourse on time–space relations in language and cognition is an epistemological object, shaped by its history and disciplinary motivations. Thus, the predominant research framework of time–space relations is the product of an intricate network of interests which do not necessarily facilitate the research of the scientific object. In the first part of the study we show that relations between time and space changed through the history of both language and the theory of language. In the second part, we explore the theoretical trend of the spatialization of time in the writings of key philosophers and grammarians of the Enlightenment, and in the oeuvre of the French linguist Gustave Guillaume (1883-1960). In the third part we examine the paradigm of spatial priority in cognitive linguistics from the 1970s until today. The conclusions of the study lead us to put forth some proposals for the future research of time, space and the time–space interface in language
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Books on the topic "History of Cognitive Science"

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Bennett, M. R. History of cognitive neuroscience. Wiley-Blackwell, a John Wiley & Sons, Ltd., Publication, 2013.

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S, Hacker P. M., ed. History of cognitive neuroscience. Wiley-Blackwell, 2008.

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H, Schoenfeld Alan, ed. Cognitive science and mathematics education. Lawrence Erlbaum Associates, 1987.

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Hedley, Brooke John, Osler Margaret J. 1942-, and Meer, Jitse M. van der., eds. Science in theistic contexts: Cognitive dimensions. University of Chicago Press, 2001.

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Dupuy, Jean-Pierre. Aux origines des sciences cognitives. La Découverte, 1994.

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1920-, Miller George A., and Hirst William, eds. The Making of cognitive science: Essays in honor of George A. Miller. Cambridge University Press, 1988.

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1964-, Andersen Hanne, and Chen Xiang 1954-, eds. The cognitive structure of scientific revolutions. Cambridge University Press, 2005.

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Dupuy, Jean-Pierre. On the origins of cognitive science: The mechanization of mind. MIT Press, 2009.

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Freissmann, Stephan. Fictions of cognition: Representing (un)consciousness and cognitive science in contemporary English and American fiction. WVT, Wissenschaftlicher Verlag Trier, 2011.

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1949-, Barker Peter, and Chen Xiang 1954-, eds. The cognitive structure of scientific revolutions. Cambridge University Press, 2006.

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Book chapters on the topic "History of Cognitive Science"

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Leahey, Thomas Hardy. "Cognitive Science." In A Critical History of Psychology, 9th ed. Routledge, 2025. https://doi.org/10.4324/9781003414537-20.

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Leahey, Thomas Hardy. "Cognitive Science (1956–2016)." In A History of Psychology. Routledge, 2017. http://dx.doi.org/10.4324/9781315624273-12.

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Rivolta, Davide. "Cognitive Science: History, Techniques and Methodology." In Cognitive Systems Monographs. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40784-0_1.

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Tweney, Ryan D. "Cognition and History: Toward a Cognitive Understanding of Science." In Proceedings of the Twenty First Annual Conference of the Cognitive Science Society. Psychology Press, 2020. http://dx.doi.org/10.4324/9781410603494-177.

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Gangopadhyay, Somnath. "Application of Cognitive Ergonomics in Communication." In The History and Philosophy of Science. Routledge India, 2022. http://dx.doi.org/10.4324/9781003033448-18.

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Schier, Elizabeth, and John Sutton. "Philosophy of Mind and Cognitive Science since 1980." In History of Philosophy in Australia and New Zealand. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6958-8_20.

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Kusch, Martin. "The Politics of Thought: A Social History of the Debate between Wundt and the Würzburg School." In The Dawn of Cognitive Science. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-015-9656-5_3.

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Meyering, Theo C. "Reconstruction of the History of Medieval and (Post-) Cartesian Theories of Perception in Terms of the Negative Heuristics of their Respective Research Programs. Basic Epistemological Contrasts." In Historical Roots of Cognitive Science. Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2423-9_2.

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Shapin, Steven. "History of Science and its Sociological Reconstructions." In Cognition and Fact. Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4498-5_18.

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Lavine, Thelma Zeno, Joel Katzav, and Krist Vaesen. "Sociological Analysis of Cognitive Norms." In Women in the History of Philosophy and Sciences. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24437-7_14.

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Conference papers on the topic "History of Cognitive Science"

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Teng, Junyi. "Cognitive radio spectrum technology: history, basic principles and applications." In Third International Conference on Electronics Technology and Artificial Intelligence (ETAI 2024), edited by Feng Yin and Zehui Zhan. SPIE, 2024. http://dx.doi.org/10.1117/12.3045323.

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Bólya, Anna Mária, Attila Gilányi, and Katarzyna Chmielewska. "Applications of Virtual Reality for Teaching Dance History." In 2024 IEEE 15th International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2024. https://doi.org/10.1109/coginfocom63007.2024.10894734.

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Ziarek, Zbigniew Jan. "DESIGNING GEOEDUCATIONAL TOOLS FOR GEOTOURISM NEEDS � A CASE STUDY OF THE OUTER FLYSCH CARPATHIANS." In 24th SGEM International Multidisciplinary Scientific GeoConference 24. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/1.1/s01.06.

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A geoeducational tools are innovative solutions used to popularize knowledge in the field of Earth Sciences and the promotion of geotourism. These methods enhance the appreciation of geodiversity, raising awareness about cognitive and aesthetic values. By adopting this approach, there is a commitment to geoheritage protection for future generations. The efficacy of geoeducational instruments relates on a knowledge of geological processes and their outcomes, coupled with adept geointerpretation. During the geointerpretative phase it is important to maintain correctness and reliable explanation of the most significant elements, while ensuring a comprehensible transfer of knowledge. The primary beneficiaries are geotourists and tourists interested in the genesis of inanimate natural objects. The purpose of the presented geoeducational tools is a simplified visualization of the key stages of the basin-tectonic history of the Carpathian Flysch Belt, starting from the processes of sediments deposition (Outer Carpathian flysch), to the formation processes of regional tectonic units (Outer Carpathian nappes) during the Alpine orogenesis. The designed tools are based on the concept of process geology, in which: (a) based on the factual description of the outcome (rock or geological structure), (b) the geological process is interpreted, and as a result, (c) a general model of environmental conditions consistent with the observations and interpretation is constructed � �from detail to general�. The presented models aim to visualize geological processes and exhibit their results in a clear and comprehensible way. In the process of modeling it is crucial to maintain a level of realism that allows for the creation of the most naturalistic depiction of the environment and the circumstances under which the analyzed process and its results could occur. The implementation of the projects allowed to determine the main attributes of the geoeducational tools: repeatability of the experiments, their clarity, expressiveness, spectacularity, and realism. Thanks to them, the recipient is able to learn and understand processes related to the deposition of clastic sediments that predominantly build the Flysch Carpathians and then formation of their nappes (accretionary prisms) as a result of orogenic fold-and-thrust movements. The finished products (films) may arouse the interest of museums and be applied to exhibitions.
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Kuniaev, Nikolay N. "Archival Science And Pedagogics Practice In Terms Of Theory On Cognitive History." In icCSBs 2019 - 8th Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.02.42.

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Borisovich, Kornetov Grigory. "Historical-Pedagogical Methodology: Squeezed Between History And Education?" In icCSBs 2019 - 8th Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.02.31.

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Abbas, Prof Dr Nada Mousa. "AL-YAQOUBI'S PHILOSOPHY OF HISTORY." In I. International Dubai Social Sciences and Humanities Congress. Rimar Academy, 2024. http://dx.doi.org/10.47832/dubaicongress1-2.

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The philosophy of history needs the availability of basic components, namely: historical material (cognitive), historical thought (historical mentality represented by sense and historical awareness), and a balanced academic method (organized and precise) in order for the rational philosophical vision to emerge from comprehensive study of a civilizational nature for which laws (theories) can be formulated. ), with realistic evidence and evidence, called the philosophy of history! . Al-Yaqubi (third century AH / ninth century AD) showed comprehensive analysis with his sense and historical awareness, and through his historical criticism and his renewal of the method of historical recording, he distinguished himself from those who preceded him and those who followed him with his book entitled “The Problem of People of Their Time and What Predominates in Every Age,” thus revealing the beginning of For the idea of the philosophy of history, where he laid the foundations for the theory of the problem (imitation, imitation) as one of the engines of the wheel of history, a factor influencing the spirituality of the era, the natures of the members of society, and an important and vital part in the formation of human civilizations . The law of problematization, in its philosophical theory, requires AlYaqoubi to reveal the characteristics of each caliph in his policies, interests, and social behaviors, which applies to those with power, influence, prestige, and authority, and as a symbol and role model for society (an elite group), in a collective imitation of their behaviors (at all times and places) by individuals. Human societies. Accordingly, Al-Yaqubi assumed that rulers have a fundamental role in preserving states and societies, and developing civilizations. They can either reform or corrupt them at all levels of civilization, and therefore the problem changes according to the trends of the elite symbols !
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Salma, Farah Sherina, Oktariani Nurul Pratiwi, and Riska Yanu Farifah. "Classification of High School History Questions Based on Cognitive Level Revised Bloom's Taxonomy Using K-Nearest Neighbor Method." In 2022 International Conference Advancement in Data Science, E-learning and Information Systems (ICADEIS). IEEE, 2022. http://dx.doi.org/10.1109/icadeis56544.2022.10037378.

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Hong, Vivian. "Design and Practice of an Interdisciplinary Pedagogy of Heal (History, Environment, Anthropology, Logic) Facing to Secondary School Students." In 5th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-013.

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The theme of this paper is the HEAL pedagogy, which refers to the interdisciplinary teaching with History as the platform subject and the integration with Environment science, Anthropology, and Logic. HEAL is an innovative concept originally raised in this paper and it is brought out against the popular concept STEM (science, technology, engineering, and mathematics), thus to manifest the significance of “these crucial and sometimes underestimated subjects”, as it was described by Professor Julia Black (2023), President of the British Academy. Mingling elements from different knowledge domains in understanding what happened in the human society may expose students to brand new angles of observing the world and scaffolding cognitive awareness. What’s more, there’s no fixed barrier between humanity subjects and those of natural science. If the interdisciplinary pedagogy is put in a more macro context, elements from natural science can also be integrated. Examples including explaining history topics like “the motive of ancient Chinese people to build the Great Wall” with the geographical concept of the 400mm isohyet, linking the using of gold and silver as global mainstream currencies with their physical attributes, comparing urbanization process in the Industrial Revolution. All lesson plans in this paper have been conducted in practical teaching at a secondary school, which contributed class observation, as well as questionnaire survey with qualitative and quantitative questions among students as the methods of this research. Other methods include literature study and interview. Ethical claims are ready.
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Nguyen, Philon, Thanh An Nguyen, and Yong Zeng. "Measuring the Evoked Hardness of Design Problems Using Transient Microstates." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46502.

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Direct interfacing of computers with the human brain is one of the holy grails of computer science and has been in the computing folklore since the very beginning of computing history. The challenges researchers are facing are non-trivial and the breakthroughs are non-negligeable. Measuring the hardness of a mental task is a fundamental problem in design sciences. In this context, the relationship between electroencephalograms (EEG) signals and the design process is an area of research with applications to the understanding of the creative process and next generation CAD/E systems. Such systems are aiming at becoming more collaborative, conceptual, creative and cognitive. We posit that the relationship between EEG signals, cognitive states and the perceived hardness of design problems is non-trivial. Different problems typically have different levels of perceived hardness. To test this, we study the use of microstate analysis to the segmentation of videos of subjects submitted to creative tasks of various difficulty. Problems and subtasks of different perceived hardness can be shown to exhibit different levels of transient microstates, a measure we have defined on the complexity of the microstate segmentation. We show that the human brain seems to be using 1–20% of its transient microstate capacity.
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Mohammed, D. BELARBI. "THE MYTHOLOGICAL TENDENCY AMONG ARAB HISTORIANS." In I. International Century Congress for Social Sciences. Rimar Academy, 2024. http://dx.doi.org/10.47832/soci.con1-14.

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This research deals with the phenomenon of mythological tendency among Arab historians in the Middle Ages. The ancient Arabs contributed to writing history: the history of human events. They also contributed to writing other aspects of history, such as the history of cities, as Al-Khatib Al-Baghdadi did in his History of Baghdad, or as Ibn Al-Khatib did in his briefing on the news of Granada. He also dated the Arabs for kings, messengers, and scholars. Hence, history in its various aspects is a cognitive obsession and a scientific preoccupation that the Arabs have known and written extensively about. As for general history, many historians have worked on it, perhaps the most famous of whom are Ibn Jarir al-Tabari 310 AH - 923 AD, Al-Masudi 346 AH - 956 AD, Al-Maqrizi 845 AH - 1442 AD, and others. In this research, we will attempt to study the legendary mythological tendency in the historical writing of Al-Tabari and Al-Masudi, a tendency that permeated the history of these two historians. Al-Tabari was famous for his book The History of the Messengers and Kings or The History of Nations and Kings, as we find in other versions. In which, Al-Tabari tried to narrate the history of the world since the appearance of man on Earth, drawing his information from his culture and religious sources. Hence, his cosmic history is closer to religious history than to human history. He relies on religious texts such as the Qur’anic text and Hadith texts, and he does not hesitate to mention the myths of other nations. Which explains the history of the origin of the universe and the appearance of creation on Earth, and he formulates it in his beautiful foundry style so that it appears as if it were of his own making.
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Reports on the topic "History of Cognitive Science"

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Холошин, Ігор Віталійович, Ірина Миколаївна Варфоломєєва, Олена Вікторівна Ганчук, Ольга Володимирівна Бондаренко, and Андрій Валерійович Пікільняк. Pedagogical techniques of Earth remote sensing data application into modern school practice. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3257.

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Abstract. The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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2

Kholoshyn, Ihor V., Iryna M. Varfolomyeyeva, Olena V. Hanchuk, Olga V. Bondarenko, and Andrey V. Pikilnyak. Pedagogical techniques of Earth remote sensing data application into modern school practice. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3262.

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The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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3

Forbus, Kenneth D., Kate Lockwood, Emmett Tomai, Morteza Dehghani, and Jakub Czyz. Machine Reading as a Cognitive Science Research Instrument. Defense Technical Information Center, 2007. http://dx.doi.org/10.21236/ada470412.

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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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Sanchez, Christopher A. Support for the Annual Meeting (30th) of the Cognitive Science Society. Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada488149.

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Moore, Jr, and L. R. Cognitive Model Exploration and Optimization: A New Challenge for Computational Science. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada539438.

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Weir, Gary E. Oceanography: The Making of a Science - Oral History Component [Weir]. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada609774.

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Lu, Zhong-Lin. Workshop on Cognitive Science from Cellular Mechanisms to Computational Theories (CS-2009). Defense Technical Information Center, 2009. http://dx.doi.org/10.21236/ada533451.

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Gray, Wayne. Request for AFOSR Support of the 24th Annual Conference of the Cognitive Science Society (CogSci2002). Defense Technical Information Center, 2002. http://dx.doi.org/10.21236/ada420734.

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Zeidner, Joseph, and Arthur J. Drucker. Behavioral Science in the Army: A Corporate History of the Army Research Institute. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ad1012467.

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