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Literatura académica sobre el tema "Cognitive presence"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 28 de enero de 2023

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Artículos de revistas sobre el tema "Cognitive presence"

Kanuka, Heather y D. Randy Garrison. "Cognitive presence in online learning". Journal of Computing in Higher Education 15, n.º 2 (marzo de 2004): 21–39. http://dx.doi.org/10.1007/bf02940928.

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Sas, Corina y Gregory M. P. O'Hare. "Presence Equation: An Investigation into Cognitive Factors Underlying Presence". Presence: Teleoperators and Virtual Environments 12, n.º 5 (octubre de 2003): 523–37. http://dx.doi.org/10.1162/105474603322761315.

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The relationship between presence and cognitive factors such as absorption, creative imagination, empathy, and will ingness to experience presence was investigated. Presence was defined, operationalized, and measured using a ques tionnaire that we devised. Absorption and creative imagina tion were measured using questionnaires developed in the area of hypnosis, and empathy was assessed through an interpersonal reactivity index. Results indicated significant correlations between presence and each cognitive factor. They showed that persons who are highly fantasy prone, more empathic, more absorbed, more creative, or more willing to be transported to the virtual world experienced a greater sense of presence. Regression analysis led to a pres ence equation, which could be used to predict presence based on the investigated cognitive factors. Findings are congruent with user characteristics presented by the pres ence literature and support the position that individual dif ferences are important for the study of presence.

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Beckmann, Jennifer y Peter Weber. "Cognitive presence in virtual collaborative learning". Interactive Technology and Smart Education 13, n.º 1 (18 de abril de 2016): 52–70. http://dx.doi.org/10.1108/itse-12-2015-0034.

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Purpose The purpose of this study is to introduce a virtual collaborative learning setting called “Net Economy”, which we established as part of an international learning network of currently six universities, and present our approach to continuously improve the course in each cycle. Design/methodology/approach Using the community of inquiry framework as guidance and canonical action research (CAR) as the chosen research design, the discussion forum of the online course is assessed regarding its critical thinking value. We thereby measure critical thinking with the help of the according model provided by Newman et al. (1995), which differentiates 40 indicators of critical thinking from 10 different categories. Findings The calculated critical thinking ratios for the analyzed two discussion threads indicate a strong use of outside knowledge, intensive justification and critical assessment of posts by the students. But at the same time, there are also weak spots, like manifold repetitions. Based on these results, we derive changes for the next course cycle to improve the critical thinking of the students. Originality/value A comparison of the results after the next course cycle will then allow us to assess the effects of the implemented changes, which would not be possible without a critical thinking diagnosis approach.

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Nagel, Arvid y Horst Biedermann. "Attendance Without Presence: Measuring Cognitive Class Avoidance Among Students". Central European Journal of Educational Research 3, n.º 3 (29 de noviembre de 2021): 71–82. http://dx.doi.org/10.37441/cejer/2021/3/3/9786.

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While the term “school absenteeism” refers to a student’s withdrawal from the reach of classroom instruction, we explicitly opt for the term “class avoidance.” Existing studies on this phenomenon have primarily dealt with unauthorized physical absence from class. However, in our contribution, we extend the scope to cognitive absence. The behavior of students who are physically present but cognitively disengaged has largely been neglected in educational research thus far. This deficit stands in contrast to the widely accepted importance of cognitive activation in the classroom. The core of our contribution consists in the presentation and the construct validation of a newly developed scale for measuring cognitive class avoidance (inattention in class). We evaluated this measurement instrument in a cross-sectional study with a sample of 171 seventh- to ninth-grade students (M = 14.3 years, SD = .94). Our data confirmed a theoretically founded g-factor model. The results of the analysis point to a limited prevalence of cognitive class avoidance. Such forms of behavior were significantly more frequently reported by boys than by girls, however.

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Bai, Xuemei y Xiaoqing Gu. "Group Differences of Teaching Presence, Social Presence, and Cognitive Presence in a xMOOC-Based Blended Course". International Journal of Distance Education Technologies 19, n.º 2 (abril de 2021): 1–14. http://dx.doi.org/10.4018/ijdet.2021040101.

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MOOC participants from different disciplines are becoming increasingly common. This study aims to identify whether students from different genders, online learning experiences, and academic backgrounds in the same course have differences in perception of teaching, social, and cognitive presence. A survey was conducted to investigate the level of these presences that learners perceived in an xMOOC-based blended course using CoI instrument. Results show no significant differences of perceived presences among different genders and online learning experiences. However, significant group differences were observed in perception of social and cognitive presence among students from different academic backgrounds, but no significant group difference was found in teaching presence. The level of cognitive presence perceived by art students in triggering event and resolution stage is lower than that of humanities and science students. The level of social presence perceived by art students on the three subcategories of social presence is lower than that of humanities and science students.

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Motyl, Jiri, Lucie Friedova, Manuela Vaneckova, Jan Krasensky, Balazs Lorincz, Jana Blahova Dusankova, Michaela Andelova et al. "Isolated Cognitive Decline in Neurologically Stable Patients with Multiple Sclerosis". Diagnostics 11, n.º 3 (7 de marzo de 2021): 464. http://dx.doi.org/10.3390/diagnostics11030464.

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(1) Background: Cognitive deterioration is an important marker of disease activity in multiple sclerosis (MS). It is vital to detect cognitive decline as soon as possible. Cognitive deterioration can take the form of isolated cognitive decline (ICD) with no other clinical signs of disease progression present. (2) Methods: We investigated 1091 MS patients from the longitudinal GQ (Grant Quantitative) study, assessing their radiological, neurological, and neuropsychological data. Additionally, the confirmatory analysis was conducted. Clinical disease activity was defined as the presence of new relapse or disability worsening. MRI activity was defined as the presence of new or enlarged T2 lesions on brain MRI. (3) Results: Overall, 6.4% of patients experienced cognitive decline and 4.0% experienced ICD without corresponding clinical activity. The vast majority of cognitively worsening patients showed concomitant progression in other neurological and radiologic measures. There were no differences in disease severity between completely stable patients and cognitively worsening patients but with normal cognition at baseline. (4) Conclusions: Only a small proportion of MS patients experience ICD over short-term follow-up. Patients with severe MS are more prone to cognitive decline; however, patients with normal cognitive performance and mild MS might benefit from the early detection of cognitive decline the most.

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Gregori, Elena, Eulalia Torras y Teresa Guasch. "Cognitive attainment in online learning environments: matching cognitive and technological presence". Interactive Learning Environments 20, n.º 5 (octubre de 2012): 467–83. http://dx.doi.org/10.1080/10494820.2010.531026.

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Redmond, Petrea. "Reflection as an Indicator of Cognitive Presence". E-Learning and Digital Media 11, n.º 1 (enero de 2014): 46–58. http://dx.doi.org/10.2304/elea.2014.11.1.46.

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Freeman, Margaret H. "Authorial Presence in Poetry: Some Cognitive Reappraisals". Poetics Today 36, n.º 3 (septiembre de 2015): 201–31. http://dx.doi.org/10.1215/03335372-3160733.

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Watanabe, Katsumi y Kohsuke Takahashi. "3 Cognitive Science and Emergence of Presence". Journal of the Institute of Image Information and Television Engineers 67, n.º 4 (2013): 289–92. http://dx.doi.org/10.3169/itej.67.289.

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Tesis sobre el tema "Cognitive presence"

Silva, Laura Ann. "Moderating Relationships| Online Learners' Cognitive Presence and Non-designer Instructor's Teaching Presence". Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786197.

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Adult online learners represent the largest demographic in higher education. Academic leaders increasingly use non-designer instructors (NDIs) to meet demands. NDIs have little control over course design, part of teaching presence valued by learners. This quantitative, predictive correlational study investigated 1) to what frequency online learners’ perceptions of their NDIs’ teaching presence predicted learners’ cognitive presence; and 2) to what frequency did learners’ use of instructional media resources moderate that predictive relationship, while enrolled in online courses in a private, non-profit university in the western United States. Using The Community of Inquiry (COI) survey, this study measured learners’ perceptions of presence as they related to online students’ learning and use of instructional media. Multiple regression analyses tested both hypotheses (n = 128). The first null hypothesis was rejected revealing NDIs’ teaching presence significantly predicted 52% of the variance of learners’ cognitive presence, R² = .524, p < .001, f² = 1.08. These findings expand scientific knowledge to the instructional context of NDIs and confirm prior research that found a similar role for teaching presence on cognitive presence. The study failed to reject the null hypothesis for research question two. Frequencies of instructional media use showed a nonsignificant effect on the predictive role of teaching presence on cognitive presence. Further research could examine the unique contributions of the course design sub-factor of teaching presence in the context of courses taught by NDIs.

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Akyol, Zehra. "Examining Teaching Presence, Social Presence, Cognitive Presence, Satisfaction And Learning In Online And Blended Course Contexts". Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610548/index.pdf.

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Online and Blended learning are becoming widespread along with the changing needs of society and advances in technology. Recently, there is a growing emphasis on building learning communities in order to increase the effectiveness of these learning environments. In recent years there is one promising theory that has generated considerable interest and has been widely adopted and studied by researchers: the Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000). The CoI framework, with its emphasis on critical thinking and collaboration, provides a well-structured model and set of guidelines to create effective learning communities in online and blended learning environments. The purpose of this study was to examine the development of a CoI in online and blended learning contexts in relation to students&
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perceived learning and satisfaction. A graduate course delivered online and blended format was the focus of the study. The data was collected through transcript analysis of online discussion, the CoI Survey, and interviews to examine social, teaching, cognitive presence postings patterns, to explore students&
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perceptions of each presence, learning and satisfaction, and to compare the differences between online and blended learning environments. Overall, all three sources of data indicated that a CoI developed in both courses. However, the study found developmental differences in the CoI presences regarding the course format. In terms of social presence, two categories &
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affective communication and group cohesion &
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were found different. Another difference between the two course formats was on the cognitive presence categories. Overall, the transcript analysis in this study found that integration was the most frequently coded phase in both courses. However, the integration phase was found to be significantly higher in the blended course compared to the online course. Finally, the survey analysis yielded higher perceptions of each presence in both courses. However, the students in the blended course had slightly higher perceptions of each presence. The only significant difference was found on teaching presence. The study also yielded some significant relationships among presences which varied according to the course.

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Kovanovic, Vitomir. "Assessing cognitive presence using automated learning analytics methods". Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/28759.

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With the increasing pace of technological changes in the modern society, there has been a growing interest from educators, business leaders, and policymakers in teaching important higher-order skills which were identified as necessary for thriving in the present-day globalized economy. In this regard, one of the most widely discussed higher order skills is critical thinking, whose importance in shaping problem solving, decision making, and logical thinking has been recognized. Within the domain of distance and online education, the Community of Inquiry (CoI) model provides a pedagogical framework for understanding the critical dimensions of student learning and factors which impact the development of student critical thinking. The CoI model follows the social-constructivist perspective on learning in which learning is seen as happening in both individual minds of learners and through the discourse within the group of learners. Central to the CoI model is the construct of cognitive presence, which captures the student cognitive engagement and the development of critical thinking and deep thinking skills. However, the assessment of cognitive presence is challenging task, particularly given its latent nature and the inherent physical and time separation between students and instructors in distance education settings. One way to address this problem is to make use of the vast amounts of learning data being collected by learning systems. This thesis presents novel methods for understanding and assessing the levels of cognitive presence based on learning analytics techniques and the data collected by learning environments. We first outline a comprehensive model for cognitive presence assessment which builds on the well-established evidence-cantered design (ECD) assessment framework. The proposed assessment model provides a foundation of the thesis, showing how the developed analytical models and their components fit together and how they can be adjusted for new learning contexts. The thesis shows two distinct and complementary analytical methods for assessing students’ cognitive presence and its development. The first method is based on the automated classification of student discussion messages and captures learning as it is observed in the student dialogue. The second analytics method relies on the analysis of log data of students’ use of the learning platform and captures the individual dimension of the learning process. The developed analytics also extend current theoretical understanding of the cognitive presence construct through data-informed operationalization of cognitive presence with different quantitative measures extracted from the student use of online discussions. We also examine methodological challenges of assessing cognitive presence and other forms of cognitive engagement through the analysis of trace data. Finally, with the intent of enabling for the wider adoption of the CoI model for new online learning modalities, the last two chapters examine the use of developed analytics within the context of Massive Open Online Courses (MOOCs). Given the substantial differences between traditional online and MOOC contexts, we first evaluate the suitability of the CoI model for MOOC settings and then assess students’ cognitive presence using the data collected by the MOOC platform. We conclude the thesis with the discussion of practical application and impact of the present work and the directions for the future research.

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Nunez, David. "A Capacity Limited, Cognitive Constructionist Model of Virtual Presence". Thesis, University of Cape Town, 2007. http://pubs.cs.uct.ac.za/archive/00000454/.

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The Capacity Limited, Cognitive Constructionist (CLCC) model of presence is proposed as an information processing model of presence, which is demonstrated to have more theoretical power than extant models. The CLCC model defines information processing paths between attention, working memory, declarative memory and procedural memory, which operate to create and maintain a semantic context or bias. Bottom-up information entering the sensory cortices is filtered by attention into working memory where it forms temporary structures encoding the subject’s experience of the VE. These structures also receive top-down information, which arises in declarative memory. This interaction of top-down and bottom-up data gives the entire model a semantic bias which attempts to keep the subject’s construction of the environment semantically coherent. This allows for inferences and decision making, which translates into high presence. A semantically incoherent construction, or one which does not have enough working memory capacity allocated to it will result in poorer inferences about the environment, and reduced presence. If, as the CLCC model contends, presence involves information processing rather than simple perception, then one would expect to see working memory interference effects and semantic content effects in presence. Six studies were conducted to test these conjectures and validate the CLCC model. Studies 1 – 3 examined the role of working memory and attention on presence (the bottom half of the model), while Studies 4 – 6 examined semantic content and processing effects on presence (the top half of the model). Study 1 manipulated working memory (WM) load during VE exploration. The CLCC prediction was that WM load would interfere with presence. Data from 177 subjects showed smaller effects than predicted: No WM effects on spatial presence, lower naturalness under spatial WM load, and lower engagement under verbal WM load. This suggests that spatial presence makes no use of WM, and that engagement and naturalness make limited use of it. While engagement seems to make use of semantic processing as predicted, naturalness seems to use spatial processing. Study 2 examined WM use by media decoders by repeating Study 1 with a text-based VE. Data from 114 subjects shows no WM effects exist on any of the four ITC-SOPI factors. This supports Study 1’s finding that spatial presence does not use WM, but 3 contradicts results engagement and naturalness. Study 3 examined the relative contribution of attention and WM. 46 subjects viewed VE walkthroughs in three conditions: Viewing one walkthrough only (baseline), viewing two walkthroughs simultaneously (WM load condition), or viewing one walkthrough and a jumbled video simultaneously (attention load condition). The CLCC model predicted the WM load condition would interfere with presence the most, followed by the attention load condition, followed by the baseline. No difference was found across conditions, although naturalness and engagement predicted task performance, indicating that spatial presence is distinct from these factors, in agreement with the findings of Study 1 and 2. Study 4 was a survey of semantic and processing effects on presence. Data from 101 computer gamers indicate that it is how often gamers play presence games (and not how many years they have been playing) that predicts how important they consider presence to their gaming experience. This suggests a moderate term activation effect rather than a long term learning effect. Furthermore, gamers with a high thematic inertia rate presence as important to gaming, indicating a processing effect. Finally, gamers who are capable of integrating non-diegetic music into their experiences rate presence as more important, which supports the CLCC notion that information processing of both semantic and perceptual information is important to presence. Study 5 followed up Study 4 by focusing on one specific content area. 461 flight simulation gamers completed the survey. Findings largely agree with those of Study 4, and strongly support the CLCC model prediction that highly specific expectations of content will reduce presence, while generalized expectations will increase it. Thematic inertia and priming were are also positively associated with presence, as predicted by the CLCC model. Study 6 manipulated non-diegetic information (background music) and semantic priming to test semantic processing in presence. The CLCC model predicted that all VE related information (semantic or perceptual) contributes to presence, particularly engagement and naturalness. 181 subjects were primed with materials semantically relevant or irrelevant to VE content, and then experienced the VE with no background music (baseline), music which semantically fit the VE, or VE music which was not a semantic fit. Priming did not influence presence as predicted, but non-diegetic music which fit the VE increased naturalness as predicted. The no-fit music produced the same presence scores as the baseline 4 condition, indicating that it was filtered out by attention, as predicted by the CLCC model. Overall, the CLCC model and data show that content effects occur in presence, and how these are mediated by declarative memory. It also shows that presence is a complex multi-level processing phenomenon. Spatial presence is at a cognitively low level, relying on perceptual (bottom-up) information, while engagement and naturalness are heavily dependent on conceptual (top-down) information, operating as a set of expectation-content comparisons which, when met by the content, lead to enhanced presence. These high and low cognitive forms of presence are largely independent, but do share some semantic effects, likely due to a reliance on common underlying cognitive processes such as priming and thematic inertia. The top half of the CLCC model (which encodes semantic meaning and explains content effects) is better supported that the bottom half (which predicted interference and attention effects). This finding is highly unexpected, as the literature on almost all extant models predicts an important role for attention in presence. From the data however, one must conclude that spatial presence makes no use of working memory, while cognitive higher forms of presence make use of limited amounts of working memory.

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Alaulamie, Lamees A. "Teaching Presence, Social Presence, and Cognitive Presence as Predictors of Students' Satisfaction in an Online Program at a Saudi University". Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395341753.

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Hassan, Mai Mohamed. "Cooperative beamforming for cognitive radio systems in presence of asynchronous interference". Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54350.

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Cognitive radio (CR) is considered a key enabling technology to exploit the underutilized and non-utilized radio spectrum bands. On the other hand, cooperative communication among nodes in CR networks, can improve the overall performance of CR systems, in terms of increasing data rates, attainable coverage range and overall energy efficiency, providing some diversity against shadow fading, and having low deployment costs. In a CR network, cooperative transmit beamforming can be achieved via a number of single antenna-based CR nodes organizing themselves in a virtual antenna array and focusing their transmission in the direction of intended CR receiver. However, deploying the beamforming in such a cooperative manner faces several implementation challenges. Therefore, in this thesis, we tackle some of these critical challenges facing the design and implementation of cooperative CR networks. The first challenge is referred to as asynchronous interference, that results from asynchronous arrival of the same signal from the set of cooperating CR nodes at primary receivers. Next, we address the problem of feedback overhead needed for cooperative beamforming. Specifically, each cooperating CR node requires knowing global information including other nodes' locations, in addition to accurate and instantaneous knowledge of their channel state information (CSI). We also tackle the problem of imperfect CSI estimation. Another important aspect of implementing cooperative CR networks is studied in this thesis, which is described as follows. Since the cooperating nodes can be located in different locations, they contribute differently to received signals at the CR receivers, as well as to interference signals at the primary receivers. Therefore, we propose different cooperating CR node selection strategies, to be applied in conjunction with cooperative beamforming. Finally, we study different participation decision making strategies that enable each CR user to independently decide whether to participate in the cooperative transmission or not, based on an offered incentive for cooperation and estimated cost of participation in cooperative transmission represented in transmit power. At the end of each chapter, we present some numerical examples to show the implications of ignoring different implementation challenges in the design of cooperative CR networks, and to assess the performance of the proposed solutions.
Applied Science, Faculty of
Electrical and Computer Engineering, Department of
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McKlin, Thomas Edward. "Analyzing Cognitive Presence in Online Courses Using an Artificial Neural Network". Digital Archive @ GSU, 2004. http://digitalarchive.gsu.edu/msit_diss/1.

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This work outlines the theoretical underpinnings, method, results, and implications for constructing a discussion list analysis tool that categorizes online, educational discussion list messages into levels of cognitive effort. Purpose The purpose of such a tool is to provide evaluative feedback to instructors who facilitate online learning, to researchers studying computer-supported collaborative learning, and to administrators interested in correlating objective measures of students’ cognitive effort with other measures of student success. This work connects computer–supported collaborative learning, content analysis, and artificial intelligence. Method Broadly, the method employed is a content analysis in which the data from the analysis is modeled using artificial neural network (ANN) software. A group of human coders categorized online discussion list messages, and inter-rater reliability was calculated among them. That reliability figure serves as a measuring stick for determining how well the ANN categorizes the same messages that the group of human coders categorized. Reliability between the ANN model and the group of human coders is compared to the reliability among the group of human coders to determine how well the ANN performs compared to humans. Findings Two experiments were conducted in which artificial neural network (ANN) models were constructed to model the decisions of human coders, and the experiments revealed that the ANN, under noisy, real-life circumstances codes messages with near-human accuracy. From experiment one, the reliability between the ANN model and the group of human coders, using Cohen’s kappa, is 0.519 while the human reliability values range from 0.494 to 0.742 (M=0.6). Improvements were made to the human content analysis with the goal of improving the reliability among coders. After these improvements were made, the humans coded messages with a kappa agreement ranging from 0.816 to 0.879 (M=0.848), and the kappa agreement between the ANN model and the group of human coders is 0.70.

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Sucre, Gregory. "Examining Cognitive Presence and Assessment for Learning in an Asynchronous History Discussion". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3125.

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Online learning, which began in the area of tertiary and adult learning and professional development, has been spreading rapidly as an alternative way for students to pursue learning in the K-12 sector. While adult learners may be expected to be more experienced students and cope with the variations in the implementation of online learning, younger K-12 students need a more structured approach to organize their online learning experiences. Formative assessment has been promoted as a means of enhancing all learning, including online learning. This study explored the use of the formative assessment process in the design and facilitation of an asynchronous discussion among high school students. The community of inquiry model provided a lens for the evaluation of the learners' experiences, and students' cognitive presence was assessed in this quasi experimental study. The study addressed whether implementation of an assessment for learning approach in the design and facilitation of an asynchronous discussion would result in significant differences in cognitive presence messages. Content analysis was used to classify discussants' statements according to levels of cognitive presence. Chi-squared analysis was performed to determine independence among levels of cognitive presence and assessment for learning. The findings indicated that there was a significant relationship between the incidence of different levels of cognitive presence statements and assessment for learning. The findings also suggested a way to empower K-12 online learners to play a more significant role in their learning and make their experiences more impactful. However, study with more diverse populations and incorporating measures of achievement is recommended.

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Tripani, Gloria Teresita Acosta. "As presenças social, cognitiva e de ensino e a formação de uma comunidade virtual de aprendizagem na disciplina língua espanhola de um curso de Letras". Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8145/tde-16022018-142436/.

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O objetivo deste estudo é investigar a forma como diferentes participantes de fóruns digitais desenvolvidos em uma sala de aula virtual da plataforma Moodle, marcam sua presença social, cognitiva e de ensino nesse contexto, favorecendo a formação de uma comunidade de aprendizagem. Fundamentam teoricamente este estudo: a) uma reflexão sobre a relação entre tecnologia e ensino, com base em estudos desenvolvidos por Coll (2010), Prensky (2011), Rojo (2012), Castells (2003; 2013), Braga (2013), Levy (2014 [1999]), Mayrink e Albuquerque-Costa (2015), Moran (2003; 2015), entre outros; b) uma discussão a respeito da formação crítico-reflexiva de professores para o uso de tecnologias no ensino, partindo das contribuições iniciais de Dewey (1938) e seus desdobramentos nos estudos de Schön (2000 [1998]), Freire (1987), Perrenoud (2008, [2002]), Liberali (2010) e Mayrink e Albuquerque-Costa (2015); c) o entendimento de Vygotsky (1984) em torno da ideia de aprendizagem colaborativa por meio da interação com o outro e sua repercussão no modelo proposto por Garrison e Anderson (2005), que definem a importância das presenças social, cognitiva e de ensino como base para a formação de comunidades de aprendizagem em contextos de interação online. Os dados foram coletados ao longo do segundo semestre de 2015, no contexto da disciplina Língua Espanhola do curso de Letras de uma universidade pública de São Paulo. Participaram do estudo a professora, duas tutoras e os catorze alunos da disciplina. A pesquisa, de cunho etnográfico, seguiu a abordagem qualitativa-interpretativista. Os dados analisados correspondem ao discurso dos participantes produzidos em três fóruns desenvolvidos na plataforma (um fórum de notícias e dois fóruns de discussão). Também constituem dados deste estudo dois questionários aplicados no início e no fim do curso e os relatórios de participação dos alunos gerados pela plataforma Moodle. A análise focalizou, particularmente, os fóruns digitais, por este ser um espaço profícuo para uma observação da interação entre os participantes, visando à busca de evidências dos indicadores das presenças de ensino, social e cognitiva propostos por Garrison e Anderson (2005). A interpretação dos dados revelou que, considerando a quantidade e qualidade da participação dos interagentes nos fóruns e da forma como estes marcaram, discursivamente, sua presença social, cognitiva e de ensino, o grupo caminhou em direção à formação de uma comunidade de aprendizagem.
This research aims at investigating how different participants of digital forums in a virtual classroom using the open source platform Moodle mark their social, cognitive and teaching presences in this context, in order to contribute to the formation of a learning community. This study is grounded on: a) a reflection upon the relationship between technology and teaching, based on studies developed by Coll (2010), Prensky (2011), Rojo (2012), Castells (2003; 2013), Braga (2013), Levy (2014 [1999]), Mayrink and Albuquerque-Costa (2015), Moran (2003; 2015), among others; b) a discussion about critical-reflective teacher education for the use of technologies in teaching, built on Deweys early contributions (DEWEY, 1938) and their developments in the studies of Schön (2000 [1998]), Freire (1987), Perrenoud (2008, [2002]), Liberali (2010), and Mayrink and Albuquerque-Costa (2015); c) Vygotskys understanding of collaborative learning through interaction with the other (VYGOTSKY, 1984) and its repercussion on the model proposed by Garrison and Anderson (2005), who define the importance of the social, cognitive and teaching presences as the basis for the formation of learning communities in online interaction contexts. Data were collected throughout de second semester of 2015, in the classes of Spanish language, a subject which is part of the Spanish Language Teaching Program at a public university in São Paulo. The professor of this subject, two tutors and fourteen students participated in the study. This ethnographic research followed the qualitative interpretative approach. The data analyzed here are part of the discourse of the participants built in three forums setup on the platform (a news forum and two discussion forums). Two questionnaires applied at the beginning and at the end of the course and reports of students participation generated by the Moodle platform also constitute the data used in this study. The analysis focused on the digital forums in particular since they constitute a rich space for the observation of interaction among participants with the objective of looking for evidences of the indicators of teaching, social and cognitive presences as proposed by Garrison and Anderson (2005). Considering the quantity and quality of the participation of the forum interactants and the way they have marked their social, cognitive and teaching presences discursively, the interpretation of these data showed that the group tended to form a learning community.

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Kuhns, David. "Conflict and Control: How Does the Brain Regulate Cognitive Control in the Presence of Conflict?" Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18500.

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Cognitive control refers to the brain's ability to control attention and other cognitive functions in the service of intention-driven behaviors; moreover, it is an essential aspect in cognition. Cognitive control is commonly evaluated through the so-called conflict adaptation effect, which is revealed through trial-to-trial changes in performance after experiencing cognitive conflict. The conflict monitoring theory is a prominent theory intended to describe conflict adaptation and explain how cognitive control might be engaged in the face of conflict. A passive carryover account, originally aimed at explaining task switching and based on parallel distributed processing models, may represent a superior alternative to the conflict monitoring account. In the carryover account, passive inertia of the cognitive control state explains the trial-to-trial modulation of conflict effects. One problem with conflict adaptation is that the typical paradigms used to create conflict adaptation often include trial-to-trial repetitions that mimic the same performance pattern through priming. Conflict monitoring theory also has difficulty explaining other issues such as whether conflict adaptation is task-specific. A meta-analysis of the so-called conflict adaptation effect suggests trial-to-trial repetitions do not entirely account for conflict adaptation effects, but these effects do appear to be task-specific. The meta-analysis also suggests the withdrawal of control is episodic rather than temporal and conflict adaptation may be sensitive to experimental session length. A novel eye-tracking paradigm addresses the timing of control engagement. The results suggest dynamic regulation of attention coupled with conflict detection. This more tightly coupled detection and regulation process in the context of conflict adaptation is more consistent with a carryover account than what would be expected from the conflict monitoring theory. A subsequent eye-tracking paradigm further supported that trial-to-trial modulations of control are generally more consistent with a carryover account than they are with the conflict monitoring theory. Overall, the empirical evidence points toward a carryover model of cognitive control.
2016-10-17

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Libros sobre el tema "Cognitive presence"

Glarden, Brand Alice y Graves Richard L. 1931-, eds. Presence of mind: Writing and the domain beyond the cognitive. Portsmouth, NH: Boynton/Cook Pub., 1994.

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S, Greenberg Leslie, ed. Therapeutic presence: A mindful approach to effective therapy. Washington, DC: American Psychological Association, 2012.

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den, Ouden Bernard D. y Moen Marcia 1944-, eds. The Presence of feeling in thought. New York: P. Lang, 1991.

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Sychev, Vasiliy. General cognitive theory. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1819022.

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For its 125th anniversary, the famous magazine "Science" has published a list of the greatest mysteries that modern science has not yet solved. In the second place, the authors of the journal, the best scientists in the world, placed the question of the biological basis of consciousness. The general cognitive theory presented in this monograph provides an answer to this important question, as well as to many other equally important ones. Is it possible to create an artificial intelligence that can realize itself? How do we master the language? How has the culture been preserved for thousands of years? For students and teachers, as well as anyone interested in the problems of the peculiarities of the functioning of the psyche and its formation.

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Burns, Jeffrey M. Mild cognitive impairment and early Alzheimer's disease: Detections and diagnosis. Chichester, England: John Wiley & Sons, 2008.

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La relación cuerpo-mente: Pasado, presente y futuro de la psicoterapia corporal. México: Pax, 1999.

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Po tamtej stronie tekstów: Literatura polska a nowoczesna kultura obecności = The reverse side of texts : Polish literature and the modern culture of presence. Poznań: Wydawnictwo Naukowe UAM, 2013.

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Burns, Jeffrey M. Early diagnosis and treatment of mild cognitive impairment. Chichester, West Sussex: John Wiley & Sons, 2008.

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Burns, Jeffrey M. Early diagnosis and treatment of mild cognitive impairment. Chichester, West Sussex: John Wiley & Sons, 2008.

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Kislicyna, Natal'ya y Ekaterina Novikova. Genres sports discourse: linguistic and cognitive aspect. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1077732.

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The monograph is devoted to the study of the phenomenon of "discourse" from the perspective of its institutionality. The focus of research interest is sports discourse, presented in the form of a complex conceptual space with a particular genre-stylistic and pragmatic characteristics. As a material of study are sports articles, sports interviews and sports commentary, considered as genres of sports discourse, allocated according to criteria focus of the text and its function. The use of frame analysis, content analysis and conversational analysis have shown the peculiarities of representation of speech and thoughts of individuals, operating in the conditions of specific discursive practices. Addressed to specialists in the field of language theory, cognitive linguistics, decorology, pragmatics, teachers, postgraduates and students.

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Blank, Andreas. "Co-presence and Succession". En Human Cognitive Processing, 169. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/hcp.4.10bla.

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Gaggioli, Andrea, Giuseppe Riva, Luca Milani y Elvis Mazzoni. "The Cognitive Foundations of Networked Flow: Intentions, Presence, and Social Presence". En Networked Flow, 21–53. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5552-9_2.

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Captain, Kamal M. y Manjunath V. Joshi. "Generalized Energy Detector in the Presence of Noise Uncertainty and Fading". En Spectrum Sensing for Cognitive Radio, 83–118. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003088554-5.

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Klow, Jeffrey, Jordan Proby, Matthew Rueben, Ross T. Sowell, Cindy M. Grimm y William D. Smart. "Privacy, Utility, and Cognitive Load in Remote Presence Systems". En Social Robotics, 730–39. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35888-4_68.

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Rawlinson, Terry G., Shulan Lu y Patrick Coleman. "Individual Differences in Working Memory Capacity and Presence in Virtual Environments". En Advances in Brain Inspired Cognitive Systems, 22–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31561-9_3.

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Berki, Borbála. "Role of Presence, Memory and Spatial Ability in a Desktop Virtual Reality". En Accentuated Innovations in Cognitive Info-Communication, 79–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10956-0_4.

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Murzyakova, Nadezhda y Maria Falikman. "Saccade Trajectories in the Presence of Emotional and Non-emotional Distractors". En Advances in Cognitive Research, Artificial Intelligence and Neuroinformatics, 190–97. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71637-0_23.

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Neto, Valter, Vitor Rolim, Rafael Ferreira, Vitomir Kovanović, Dragan Gašević, Rafael Dueire Lins y Rodrigo Lins. "Automated Analysis of Cognitive Presence in Online Discussions Written in Portuguese". En Lifelong Technology-Enhanced Learning, 245–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98572-5_19.

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Themelis, Chryssa. "The flow of ideas – Tele-cognitive presence (TCP) in eLearning courses". En Pedagogy of Tele-Proximity for eLearning, 81–93. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003270324-6.

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Pipe, A. G., B. Carse, T. C. Fogarty y A. Winfield. "Learning subjective “cognitive maps” in the presence of sensory-motor errors". En Advances in Artificial Life, 463–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-59496-5_318.

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Actas de conferencias sobre el tema "Cognitive presence"

Truong, Bao Tran. "Cognitive Presence in Minecraft Online Discussion Forums". En CHI '17: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027063.3048432.

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Salanitri, Davide, Glyn Lawson y Brian Waterfield. "The Relationship Between Presence and Trust in Virtual Reality". En ECCE '16: European Conference on Cognitive Ergonomics. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2970930.2970947.

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Berki, Borbala. "Sense of Presence in MaxWhere Virtual Reality". En 2019 10th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2019. http://dx.doi.org/10.1109/coginfocom47531.2019.9089976.

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Ali, Mohd Fadzli, Gordon Joyes y Linda Ellison. "Using Blended Learning to Enhance Students' Cognitive Presence". En 2013 International Conference on Informatics and Creative Multimedia (ICICM). IEEE, 2013. http://dx.doi.org/10.1109/icicm.2013.42.

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Berki, Borbala. "Level of Presence in Max Where Virtual Reality". En 2020 11th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2020. http://dx.doi.org/10.1109/coginfocom50765.2020.9237826.

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Dully, Jessica, David McGovern, Simon Kelly y Redmond O'Connell. "Investigating the Presence of 'Leaky' Accumulation in a Human Evidence Integration Signal". En 2019 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1210-0.

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Campbell, Joey y Mike Fraser. "CartRight: Maintaining Good Posture in the Presence of Adaptive Haptics". En ECCE 2019: 31st European Conference on Cognitive Ergonomics. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3335082.3335088.

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Hu, Yuanyuan, Claire Donald, Nasser Giacaman y Zexuan Zhu. "Towards automated analysis of cognitive presence in MOOC discussions". En LAK '20: 10th International Conference on Learning Analytics and Knowledge. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3375462.3375473.

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Klow, Jeffrey, Jordan Proby, Matthew Rueben, Ross T. Sowell, Cindy M. Grimm y William D. Smart. "Privacy, Utility, and Cognitive Load in Remote Presence Systems". En HRI '17: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3029798.3038341.

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Shivkumar, Sabyasachi, Gregory DeAngelis y Ralf Haefner. "A causal inference model for the perception of complex motion in the presence of self-motion". En 2019 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1408-0.

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Informes sobre el tema "Cognitive presence"

Kardon, Randy y Pieter Poolman. Objective Methods to Test Visual Dysfunction in the Presence of Cognitive Impairment. Fort Belvoir, VA: Defense Technical Information Center, octubre de 2013. http://dx.doi.org/10.21236/ada612544.

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Kardon, Randy. Objective Methods to Test Visual Dysfunction in the Presence of Cognitive Impairment. Fort Belvoir, VA: Defense Technical Information Center, octubre de 2011. http://dx.doi.org/10.21236/ada567270.

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Kardon, Randy y Pieter Poolman. VRP09 Objective Methods to Test Visual Dysfunction in the Presence of Cognitive Impairment. Fort Belvoir, VA: Defense Technical Information Center, octubre de 2014. http://dx.doi.org/10.21236/ada621312.

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Voegele, Janelle. Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.760.

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Hauer, Klaus, Ilona Dutzi, Christian Werner, Jürgen M. Bauer y Phoebe Ullrich. Implementation of intervention programs specifically tailored for patients with CI in early rehabilitation during acute hospitalization: a scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, octubre de 2022. http://dx.doi.org/10.37766/inplasy2022.10.0067.

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Review question / Objective: What is the current status of implementation of interventional programs on early functional rehabilitation during acute, hospital-based medical care, specifically tailored for older patients with CI and what are the most appropriate programs or program components to support early rehab in this specific population? This study combines a systematic umbrella review with a scoping review. While an umbrella review synthesizes knowledge by summarizing existing review papers, a scoping review aims to provide an overview of an emerging area, extracting concepts and identify the gaps in knowledge. The study focuses on older hospitalized adults (>65 yrs.) receiving ward based early rehabilitation. The focus within this review is on study participants with cognitive impairment or dementia. The study targets at controlled trials independent of their randomization procedure reporting on an early functional rehabilitation during hospitalization. Trials that were conducted in different or mixed settings (e.g. inpatient and aftercare intervention) without a clear focus on hospital based rehabilitation were excluded. The study aim is to identify the presence of CI specific features for early rehabilitation including: CI/dementia assessment, sub-analysis of results according to cognitive status, sample description defined by cognitive impairment, program modules specific for geriatric patients CI.

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Dutra, Jose. Avaliacao do Pensamento Critico e da Presenca Cognitiva em Forum de Discussao OnlineAvaliacao do Pensamento Critico e da Presenca Cognitiva em Forum de Discussao Online. NPT Educacional, marzo de 2015. http://dx.doi.org/10.17699/workshopnpt.11.2.a.

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Dutra, Jose. Avalicao do Pensamento Critico e da Presenca Cognitiva em Forum de Discussao Online. NPT Educacional, abril de 2015. http://dx.doi.org/10.17699/workshopnpt.11.2.

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Kharadzhian, Natalia, Larysa Savchenko, Karyna Safian, Yuliia Kulinka y Oksana Mykolaivna Kopylova. Future Professional Education Specialists’ Mastering of Project Methodology of Creating Pedagogical Situations in the Service Sector. [б. в.], agosto de 2020. http://dx.doi.org/10.31812/123456789/4142.

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The article reveals the problems of mastering by future specialists of the project methodology of creating pedagogical situations in higher education institutions as a means of improving the quality of education. Objectives of the article: to determine the influence of the project method on the creation of pedagogical situations in the process of teaching students; the choice of logic and mechanism of design actions depends on the purpose and the initial conceptual position regarding the subject reincarnates; to study the influence of pedagogical situations on the quality of education in the higher pedagogical school; to diagnose the implementation of the projects method and pedagogical situations in the process of education at the university. The project method provides the presence of a problem that requires integrated knowledge and research for its solution. The results of the planned activities should have practical, theoretical and cognitive significance. Modeling of pedagogical situations is the process of formation of situations-models which simulate the state and dynamics of the educational process and fix the contradiction between the achieved and desired in the personality development in a certain time interval. During the forming experiment, pedagogical situations were used to form the professional competence of the future specialist.

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Cárdenas Quintero, Alba Patricia. Presencia docente en ambientes virtuales. Ediciones Universidad Cooperativa de Colombia, noviembre de 2022. http://dx.doi.org/10.16925/gcgp.59.

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Una de las responsabilidades a que obedece un docente es la cualificación permanente, la cual le permite actualizarse para innovar y fortalecer las competencias profesionales propias de su hacer y, al mismo tiempo, para lograr una educación de calidad en la institución educativa donde se encuentra ejerciendo. Por ello, como par, es mi corresponsabilidad educativa fortalecer el significado de la labor docente en línea a partir de las competencias adquiridas en el diplomado realizado con la Universidad Oberta de Cataluña. En este documento referenciaré las diversas participaciones significativas que el docente representa en ambientes virtuales comprendiendo la presencia cognitiva, social y didáctica para facilitar el aprendizaje, sin dejar de lado las estrategias comunicativas como eje transversal durante el desarrollo de los encuentros. De este modo, todas las estrategias que compartiré servirán de apoyo al docente en el diseño de su programa de curso, el liderazgo y su desarrollo a lo largo del semestre académico. Al finalizar la lectura del texto, se podrá identificar la diferencia entre el aprendizaje en línea y el que ocurre en espacios físicos, el reto de sostener el aprendizaje a través de la educación virtual, la responsabilidad, el compromiso y la motivación de los estudiantes, el fomento en formas de relación y la aplicabilidad de los recursos tecnológicos en el diseño del aprendizaje.

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Striessnig, Erich, Claudia Reiter y Anna Dimitrova. Global improvements in Years of Good Life since 1950. Verlag der Österreichischen Akademie der Wissenschaften, junio de 2021. http://dx.doi.org/10.1553/populationyearbook2021.res1.2.

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Human well-being at the national aggregate level is typically measured by GDP per capita, life expectancy or a composite index such as the HDI. A more recent alternative is the Years of Good Life (YoGL) indicator presented by Lutz et al. (2018; 2021). YoGL represents a refinement of life expectancy in which only those person-years in a life table are counted that are spent free from material (1), physical (2) or cognitive limitations (3), while being subjectively perceived as satisfying (4). In this article, we present the reconstruction of YoGL to 1950 for 140 countries. Since life expectancy – as reported by the UN World Population Prospects in fiveyearly steps – forms the basis of our reconstruction, the presented dataset is also available on a five-yearly basis. In addition, like life expectancy, YoGL can be flexibly calculated for different sub-populations. Hence, we present separate YoGL estimates for women and men. Due to a lack of data, only the material dimension can be reconstructed based directly on empirical inputs since 1950. The remaining dimensions are modelled based on information from the more recent past.

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