Tesis: "Cognitive presence"

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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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4

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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6

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
Graduate

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7

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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8

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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10

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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Tran, Tan M. "An Examination of Cognitive Presence and Learning Outcome in an Asynchronous Discussion Forum". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/87.

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Web-based learning progresses as access to the Internet grows. As learners and educators in virtual learning communities, we strive for ways to measure how well teachers teach and learners learn. While the literature is replete with articles and books discussing online learning from the perspective of social and teaching presence, there are few studies that examine the relationship between cognitive presence and learning effectiveness in an online environment. The purpose of this study was to examine the relationship between cognitive presence and learning outcome in an asynchronous discussion forum. Thus, this study examined performance in an online course in relation to student interaction and level of cognitive presence in the course. The data were collected from students enrolled in 10 sections of an online class taught at a large public university in the Southeastern United States. The study was mixed-method in nature. It consisted both of qualitative content analysis and descriptive statistics with Pearson correlations between the dependent variable (student course module grades) and the independent variables (maximum levels of cognitive presence, number of messages and message lengths). The study resulted in two key theoretical contributions. The first is that maximum level of cognitive presence is a better indicator of student learning than mean level of cognitive presence. The results of the study indicate that students achieved mastery of the subject matter over time. Typically cognitive presence has been measured as a mean score for a course. This strategy is akin to giving the student a pre-test on a body of content at the beginning of the lesson, and a post test at the end, and then averaging these two to determine the student’s grade. Doing so seems to ignore, or at least diminish the fact that learning occurs over time. Student mastery of a content is a better indicator of learning than student progress. Thus, this study suggests that a more appropriate measure of student learning, in terms of cognitive presence, is the maximum level reached by every student, rather than the mean level of all students. The second theoretical contribution is that in on-line learning, a student displaying the cognitive presence “Resolution” stage in a discussion may inhibit others from displaying that stage. When a student has posted a message at the resolution stage during a discussion other students are more likely to respond with messages like “I agree” than they are to restate the resolution stage message. The “I agree” type message would not be coded at the resolution stage, thus the student who posted that message would not be seen to have reached that stage, when in fact, he or she may well have done so. This leads to a faulty perception of the overall level of cognitive presence. It may be difficult to control for this inhibitory effect but some creative structuring of course content and assignments should make it possible. Future studies addressing cognitive presence in online learning environments should take both of these ideas into consideration.

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Duersch, Michelle. "Cognitive Demands of Mothers of Young Children in the Presence of Emotional Distraction". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8943.

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Stress and parenting often go hand in hand, with high physical and emotional demands from children often coupled with pressures and responsibilities adults bear from work, school, and other involvements outside the home. Parents often prioritize their children's needs above their own physical, emotional, and social needs. While current literature addresses stress in mothers, it has yet to understand under what circumstances her children may modify her stress levels and whether her stress response, in turn, affects cognition. This study seeks to investigate the impact of such a taxing environment on mothers' stress and cognition using a challenging mnemonic discrimination paradigm. It was hypothesized that the auditory distraction of a mother's own children during the task would impair her ability to encode and retrieve images and also increase her physiological stress response. Prior research has outlined how irrelevant noise and induced stress modify behavioral outcomes, and how mnemonic discrimination of emotional stimuli differs from that of neutral stimuli. However, to our knowledge, there have been no tests in any group using distracting noise (a type of induced stress) during emotionally valenced mnemonic discrimination tasks. This led to the development of our task in order to better understand stress and distraction coupled with valenced imagery. Encoding was divided into two blocks, with one block occurring during the presentation of white noise and the alternate block occurring during the presentation of noise from children, either live audio feed to a mother's own children (experimental condition) or prerecorded audio of a group of children (control condition). We found that retrieval did decrease as a result of child noise, and that memory performance for neutral stimuli was greater than for negative or positive stimuli. Physiological measurements (electrodermal activity and heart rate) were also obtained to view the stress response, but only electrodermal activity showed significance. A significant relationship was found between electrodermal activity and behavioral scores in the experimental group. Our results also suggest that perceived and induced stress coupled with distraction leads to lower memory performance and increased physiological stress responses.

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Rath, Victoria. "An Investigation of Online Tools and Teaching, Social, and Cognitive Presence in a Large Hybrid Online Class". Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5451.

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The purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen & Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep students engaged and motivated when enrolled in very large classes. This study used the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) to examine the effect of specific Web 2.0 tools (asynchronous discussion, streaming lectures, multimedia lecture demonstrations, Twitter, and the Second Life virtual world) on teaching, social, and cognitive presence and motivation. The sample population for this study (n = 567) consisted of undergraduate students enrolled in a very large hybrid accounting course in the fall of 2010 at the University of Central Florida. The total enrollment for the course was 943 students. Students could attend face-to-face (f2f) class sessions in a large lecture room that seated 285 students or they could view a streaming video capture of the lectures online. Students were not required to attend the f2f class sessions and could complete the course entirely online. Data were analyzed using one-way analysis of variances (ANOVA), and results of the statistical analyses indicated that students who frequently used the Web 2.0 tools had statistically significant higher mean motivation scores than students who did not use the tools as frequently. Additionally, students who frequently attended the f2f sessions had statistically significant higher mean social presence scores compared to students who attended sometimes or not at all. Attending the f2f sessions, however, did not result in higher mean scores of teaching or cognitive presence. When examined for the impact of the specific Web 2.0 tools, analysis of the ANOVA results indicated that students who used the discussion, streaming lectures, multimedia lecture demonstrations, and Twitter all of the time had significantly higher mean scores of teaching, social, and cognitive presence compared to those students who used the tools less frequently. Further research should be conducted on large hybrid and online courses in different content areas and on those that use different types of learning approaches.
Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology

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14

Mills, Jodi J. "A Mixed Methods Approach To Investigating Cognitive Load And Cognitive Presence In An Online And Face-To-Face College Algebra Course". UKnowledge, 2016. http://uknowledge.uky.edu/edsc_etds/8.

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Most research on Cognitive Load Theory (Sweller, 1988) has uncovered many instructional design considerations for learning complex tasks. Additionally, the Community of Inquiry (Garrison, Anderson, & Archer, 2000) framework describes many of the learning experiences in online education. A gap existed in the literature for investigating cognitive load over the duration of a college algebra course and for investigating the relationship between cognitive load and cognitive presence. This research study has addressed this gap by investigating cognitive load and cognitive presence in an online and face-to-face college algebra course. The results of this study revealed that face-to-face students earned statistically significant higher final course grades and homework grades than the online students. The face-to-face math course was slightly more efficient because it produced learners who exerted similar cognitive load as learners in the online course but the learners in the face-to-face earned higher performance score. Online discussion prompts that ask student to apply their solution or defend their solution engaged students in cognitive presence differently. When students were prompted to apply their solution to a real world scenario, most students reached resolution in their initial posts, but they were often not cognitively present in their follow-up posts. When students were prompted to provide a defense of their solution, most of the posts demonstrated cognitive presence, but not as many individual students reached resolution. Additionally, students progressed through the stages of cognitive presence when an instructor asked them a specific question about their math problem or real life scenario in a timely manner. When instructors post questions to their students that directly ask for an application of their hypothesis or an explanation how they arrived at their hypothesis, students can reach the highest stage of cognitive presence. When instructors post messages that reach the highest stage of cognitive presence, students do not post messages that reach the highest stage of cognitive presence. Lastly, this study did not find a strong linear relationship between cognitive presence and cognitive load.

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15

Tharranetharan, Selvakumar. "Data rate fairness cooperative beamforming for cognitive radio systems in presence of asynchronous interferences". Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53022.

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Cooperative beamforming for cognitive radio (CR) systems, which uses geographically distributed transmitters to perform beamforming, can improve spectrum utilization. However, transmissions from geographically distributed cooperative transmitters introduce asynchronous interferences at the primary receivers (PRs) and the secondary receivers (SRs) due to the propagation delays. In this thesis, we develop data rate fairness cooperative beamforming techniques for a CR system with multiple SRs and multiple PRs in presence of asynchronous interferences. In particular, the optimal beamforming design is formulated as an optimization problem to maximize the minimum data rate of the SRs subject to transmission power constraints of the secondary cooperative transmitters (SCTs) as well as asynchronous interference power constraints at the PRs. The optimal beamforming problem is a quadratically constrained quadratic program (QCQP) max-min optimization problem, which is non-convex and non-linear. Therefore, we reformulate the optimal beamforming problem as a quasi-convex problem using the semidefinite program (SDP) relaxation that can be solved using the standard SDP solvers and bisection method. We study important properties of the optimization problem. By exploiting these properties, we also develop low complexity suboptimal beamforming techniques. Further, we extend the beamforming techniques to incorporate the uncertainties in the channel and propagation delay estimation between the SCTs and the PRs. We present numerical results in order to compare the complexity, the data rate fairness performance and the robustness of the developed beamforming techniques. Presented numerical results show that the developed suboptimal beamforming techniques provide trade-offs between data rate fairness performance and computational complexity. Moreover, the developed optimal and suboptimal beamforming techniques always guarantee the target interference threshold at the PRs.
Applied Science, Faculty of
Engineering, School of (Okanagan)
Graduate

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16

Hossain, Khalid. "Wideband spectrum sensing for cognitive radios in the presence of correlation between subband occupancy". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96848.

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Energy detection has emerged as a prime technique for wideband spectrum sensing in cognitive radio applications. Much of the present research in the area of energy detection assumes that the occupancy of any particular frequency subband is independent of the occupancy of other subbands. However, in practice, subband occupancy is likely to be correlated, for instance, due to the use of wideband transmission signals by existing users, such as broadcast television. Incorporation of the prior knowledge of such correlation into the design of channel occupancy detectors can substantially enhance the wideband sensing performance.In this thesis, we focus on the wideband spectrum sensing task for cognitive radios in the presence of correlation between the occupancies of frequency subbands. First, we formulate the maximum a posteriori (MAP) estimator of channel occupancy based on measurements from multiple frequency subbands. Since the complexity of the MAP estimator grows exponentially with the number of subbands, we study an alternative detector, in which the energy measurements from all the subbands are linearly combined according to a minimum mean-square error (MMSE) criterion to form a sufficient statistic for binary hypothesis-testing in each subband. Furthermore, we incorporate this optimum linear energy combiner into single-user and collaborative multiband joint detection schemes that maximize the opportunistic spectrum usage while limiting the total probabilistic interference introduced to existing users. Through analysis and numerical experiments, we demonstrate that the proposed frequency-coupled detector significantly outperforms the conventional decoupled one in both single-user and collaborative detection schemes.
La mesure d'énergie est aujourd'hui la technique la plus importante pour la détection du spectre large-bande dans les applications de radios cognitives. La plus grande partie de la recherche dans ce domaine de nos jours assume que le contenu d'une sous-bande de fréquence quelconque est indépendant de ceux des autres sous-bandes. Cependant, d'un point de vue pratique, les occupations des différentes sous-bandes sont probablement corrélées, par exemple, à cause de l'utilisation de la transmission de signaux large-bande par des utilisateurs existants telle que la transmission de la télévision hertzienne. L'intégration d'une telle corrélation dans les modèles des détecteurs des occupations des canaux de transmission peut largement améliorer la performance de la détection large-bande.Dans cette thèse, nous nous concentrons sur la détection du spectre large-bande dans les radios cognitives en présence de corrélations entre les occupations des sous-bandes. Dans un premier temps, nous formulons l'estimateur maximum a posteriori (MAP) de l'occupation du canal à partir de mesures faites sur plusieurs sous-bandes. Compte tenu du fait qu'un tel estimateur devient exponentiellement plus complexe avec le nombre de sous-bandes, nous étudions un nouveau détecteur. Dans ce dernier, les mesures d'énergies des différentes sous-bandes sont linéairement combinées avec comme critère l'erreur quadratique moyenne minimale (EQMM) afin d'obtenir une statistique suffisante pour un test d'hypothèse binaire dans chaque sous-bande. Un tel détecteur linéaire est en outre incorporé dans des systèmes de détection à un ou plusieurs utilisateurs. Ces systèmes maximisent l'utilisation du spectre tout en limitant la probabilité totale de l'interférence causée aux utilisateurs existants.À l'aide d'analyses approfondies et d'expériences numériques, nous démontrons que le détecteur avec fréquences couplées que nous proposons est largement supérieur aux détecteurs avec fréquences découplées habituels, que ce soit dans les systèmes de détection d'un unique utilisateur ou ceux de plusieurs utilisateurs.

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17

Muniz, Terrera Graciela. "Investigation of person specific trajectories of cognitive decline in the presence of missing data". Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612106.

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18

Wanstreet, Constance Elizabeth. "The effect of group mode and time in course on frequency of teaching, social, and cognitive presence indicators in a community of inquiry". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1172874642.

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19

Araujo, Elenise Maria de. "Avaliação do pensamento crítico e da presença cognitiva em fórum de discussão online". Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/18/18157/tde-19012015-135849/.

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O número de mensagens nos fóruns educativos online gera uma sobrecarga de informação, que dificulta a organização e a comunicação entre os membros, comprometendo, também, a eficácia do processo de avaliação da aprendizagem. Diante da necessidade de uma solução metodológica para o contexto da EAD no Brasil, realizou-se uma revisão de literatura sobre os modelos de organização e o processo de análise das mensagens que envolvem os indicadores das habilidades da presença cognitiva (Garrison et al. 2001) e o pensamento crítico e a dinâmica do questionamento socrático (Paul, 1993). Propõe-se um novo modelo de fórum intitulado \"Fórum Socrático Cognitivo- FSC\" com uma metodologia de avaliação da presença cognitiva e dos níveis de pensamento crítico dos alunos em cursos superiores online. Os procedimentos metodológicos e o grid de avaliação foram aplicados em duas disciplinas do curso de aperfeiçoamento em EAD em 2011, 2012 e 2013 de uma instituição de ensino superior vinculada a UAB do Brasil. A metodologia adotada envolve os princípios da lexicometria, da análise documentária, textuais e estatísticas, modelos de regressão linear e redes complexas. Realizou-se a análise de 3.400 mensagens postadas por 544 alunos para verificar as relações de dependência entre a variável resposta \"nota\" e as covariáveis: conceitos, categorias de Garrison, tópicos socráticos, riqueza vocabular e sala (tutor). Construíram-se 2 modelos de regressão linear e 136 redes complexas que permitiram confirmar os testes ANOVA utilizados na avaliação de desempenho dos alunos. As covariáveis conceitos, categorias de Garrison e sala apresentaram nível de significância positivo na associação com a nota final do aluno. Considera-se que o modelo FSC contribui para o desenvolvimento das habilidades de expressão e comunicação de conceitos abordados na disciplina e colabora na avaliação do pensamento crítico e da presença cognitiva do aluno nos fóruns online.
The usually large number of posts in educational forums leads to an information overload, which hinders forum organization and communication among members while undermining the effectiveness of learning assessment. Considering the need for a methodological solution applicable to the context of Brazil\'s online distance learning (ODL), there was conducted a review of the literature on organizational models and processes of analysis of messages involving indicators of critical thinking and cognitive presence skills (Garrison et al., 2001) and the Socratic inquiry dynamics (Paul, 1993). This study proposes a new forum model entitled FSC (Cognitive Socratic Forum), which comprises a method for assessing students\' cognitive presence and critical thinking skills in online higher education. The methodological procedures and evaluation grid were applied to two specialization courses on ODL in 2011, 2012, and 2013 at a higher education institution associated with UAB (Brazil\'s Open University). The methodology involved principles of lexicometry, documentary, textual and statistical analysis, linear regression models, and complex networks. Analysis was conducted on 3,400 messages posted by 544 students to investigate dependency relationships between the response variable \'grade\' and the following co-variables: concepts, Garrison\'s categories, Socratic topics, vocabulary richness, and classroom (tutor). Two linear regression models and 136 complex networks were constructed to enable confirmation of ANOVA tests employed to assess student performance in forums. The co-variables concepts, Garrison\'s categories, and classroom displayed positive significance levels when associated to students\' final grades. Therefore, it may be concluded that the proposed FSC model promoted students\' ability to express and communicate the concepts covered in the specialization course and contributed to effectively assessing their cognitive presence and critical thinking skills in online forums.

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20

Murakami, Janel Rachel Goodman y Janel Rachel Goodman Murakami. "The Influence of Social Cues and Cognitive Processes In Computer Mediated Second Language Learning". Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625644.

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This dissertation investigated the effects of technological mediation on second language (L2) learning, focusing, as a case study, on gains in listening perception of the subtle but important feature of pitch placement in Japanese. Pitch accent can be difficult to perceive for non-native speakers whose first language (L1) does not rely on pitch or tone as a distinctive feature, such as English (Wayland & Li, 2008). Pedagogically, Face-To-Face (FTF) interactions with native or near-native speakers are typically the most effective way to learn L2 sound system features due to social presence, but these interactions are not always possible because of physical distance. Mediation can facilitate these interactions, but it is unclear which type results in more learning gains. The current study compared three mediation types that vary in the information provided to the learner: audio-only (asynchronous), video (audiovisual asynchronous), and videoconferencing (audiovisual synchronous), as well as a fourth condition of videoconferencing which facilitated mutual eye contact. The lack of mutual eye contact in standard videoconferencing (due to the webcam being above the image of an interlocutor's face) can inhibit the perceived social presence (Bondareva, Meesters, & Bouwhuis, 2006). A pretest/posttest/delayed posttest design was used, which measured error rates and reaction times for a same/different discrimination task and a picture recognition task. The participants were English L1 speakers, with no prior study of Japanese. After the pretest, they received training in the form of two short lessons in beginner Japanese vocabulary and sentence building administered by a native speaking tutor, which did not explicitly address pitch placement, but used minimal pairs for this feature as vocabulary items. The lessons were followed by a posttest, and a delayed posttest one week later. The results showed that all four conditions succeeded in improving Japanese pitch placement detection, both immediately after and up to a week after the lessons. While an ANOVA revealed no main effect of mediation type, planned comparison results suggest videoconferencing without eye contact may lead to more gains in pitch placement perception than video. A surprising suggestion by the data was that videoconferencing with eye contact may lead to worse performance than the other mediation types. An exit survey detected the self-determination of the participants, and higher self-determination correlated with worse testing performance within the videoconferencing with eye contact condition. This suggests that the addition of eye contact increased the social presence of that condition to the point that it triggered Foreign Language Speaking Anxiety (FLSA) in the participants. Overall, this study highlights that lessons and tasks administered through mediation can be used to provide native speaker input for features that are important for listening and speaking, and this can effectively help learners attend to and learn these features.

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21

Weissman, Nancy. "Evaluating the Effectiveness of a Synchronous Online Environment in Establishing Social, Cognitive, and Teaching Presence". Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492007293545229.

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22

Sutton, Amy M. "Executive Function in the Presence of Sleep Disordered Breathing". Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/cps_diss/16.

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The purpose of the study was to investigate whether sleep-disordered breathing (SDB) impairs executive functioning in children. Additionally, the study sought to identify the executive functions at risk in SDB and the contribution of daytime sleepiness. SDB represents a spectrum of upper airway conditions that can be mild, such as snoring, or severe, such as obstructive sleep apnea (OSA). Children with these problems may present with excessive sleepiness, failure to thrive, and a variety of cognitive and behavioral dysfunctions including impaired executive functioning. Beebe and Gozal (2002) developed a theoretical model to explain the impact of sleepiness and hypoxia on executive functioning. This model provided a framework to examine links between the medical disorder and the neuropsychological consequences. Twenty-seven children with suspected SDB were tested with polysomnography (PSG) and a neuropsychological battery. Parents completed subjective measures of cognitive function and sleep symptoms. The children were ages 8 to 18 and had no congenital or acquired brain damage. They were matched for age and gender with 21 healthy controls. The executive function protocol included subtests from the Delis-Kaplan Executive Function System (D-KEFS), the digit span subtest from the Wechsler Intelligence Scale for Children (WISC-IV), the Tower of London-II-Drexel University (TOL-II), the Behavioral Rating Inventory of Executive Functioning (BRIEF), and the Conners’ Continuous Performance Test (CPT-II). Statistical analysis was performed using 2 statistical software packages, SAS and NCSS. Regression analysis was used to evaluate all variables. Due to significant group differences in socio-economic status (SES), SES was included as a covariate, along with IQ. No group differences in IQ were found. Significantly less robust executive function in children with SDB was identified in the domains of cognitive flexibility and impulsivity. Additionally, poorer executive planning and overall inattentiveness was also associated with SDB. Level of significance was set at 0.05 and trends (0.05 < p < 0.10) were acknowledged. Other areas of executive function, including working memory, behavioral and emotional inhibition, and processing speed were not associated with SDB. Moreover, academic functioning was significantly lower in children with SDB, although the differences can be shared equally with SDB, SES and IQ.

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23

Johan, Hellgren. "You are here. Exploring the intersection of wayfinding and presence in video games". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23613.

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This thesis project aims to contribute knowledge to the field of user experience design in games by examining the relationship between presence and wayfinding in games in order to determine how one might design wayfinding systems that simultaneously facilitate player navigation and create a sense of presence. Based on examining and comparing existing literature on wayfinding and presence in games, and by analyzing existing games that accomplish the aforementioned dual purpose, I formulate a set of hypothetical design principles for presence-creating wayfinding design. The validity of these principles is then put to test by creating and testing a digital prototype where participants are tasked with navigating a virtual space. The testing of the practical application of these principles reveals them to be largely viable, demonstrating the viability of designing wayfinding solutions for games that simultaneously facilitate presence.

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24

Fiske, Steven William. "Does Crowding Obscure the Presence of Attentional Guidance in Contextual Cueing?" Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4039.

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The contextual cueing effect was initially thought to be the product of memory guiding attention to the target location. However, the steep search slopes obtained in contextual cueing indicate an absence of attentional guidance. We hypothesized that crowding could be obscuring the presence of attentional guidance and investigated this possibility in 2 experiments. Crowding was manipulated by varying the density of items in the local target region in a contextual cueing task. We observed a significant reduction in search slopes between the novel and repeated conditions when crowding was reduced. Enhancing crowding eliminated the contextual cueing effect. These findings suggest that increased crowding at larger set sizes attenuates the memory-based attentional guidance in contextual cueing thereby producing steep search slopes.

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25

Colt, Diana Lynn. "Cognitive presence among mathematics teachers an analysis of tasks and discussions in an asynchronous online graduate course /". Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/colt/ColtD0508.pdf.

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Higher order learning, in terms of both process and outcome, is frequently cited as the goal of higher education (Garrison, Anderson, & Archer, 2000). However, the adoption of computer mediated communication in higher education has far outpaced our understanding of how this medium can best be used to promote higher order learning (Garrison, Anderson, & Archer, 2004). Researchers have examined quantitative components of computer mediated communication, but little work has been done to examine the cognitive aspects of online discussion. Those studies that do exist demonstrate inconsistent evidence of higher order learning in online discussions (Kanuka & Anderson, 1998; Littleton & Whitelock, 2005; McLoughlin & Luca, 2000; Meyer, 2003). Researchers conjecture that this could be due to the nature of the tasks that instructors implement for discussion purposes (Arnold & Ducate, 2006; Meyer, 2004; Murphy, 2004; Vonderwell, 2003). This study explored whether one component of instruction, the tasks assigned to students, had an effect on the level of cognitive presence that existed in the mathematical discussions of practicing mathematics teachers enrolled in an online graduate course. Through the method of content analysis, discussion transcripts were analyzed to look for evidence of higher-order learning based on the cognitive presence coding protocol developed by Garrison, Anderson, and Archer (2001). Seventeen students in a History of Mathematics course form the primary sample for this study. The results of the content analysis were triangulated with qualitative data from a questionnaire on student backgrounds and demographics and a post-course survey assessing student perceptions of their learning experiences. The researcher concluded that the MATH 500 course discussions did provide evidence of higher order learning in terms of cognitive presence. Task type, as defined in this study, was not directly related to the levels of cognitive presence achieved in the course. This finding does not negate the possibility of such a relationship, but in this study the effects of task type could not be isolated from other features of the course structure and assignments.

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26

Edmett, Adam. "Online professional development of English teachers : an analysis of cognitive presence via the Community of Inquiry framework". Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760956.

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This study explores the educational benefits of online dialogue as posited by the Garrison et al. (2001) Community of Inquiry framework. Specifically, that online discussion allows learners to collaboratively construct knowledge through critical discourse (i.e. ‘cognitive presence’), that results in deep and meaningful learning. A body of Community of Inquiry research has led to a critique of the framework, specifically that the higher levels of reflective thought are not occurring. This thesis investigates this potential flaw and the response that the problem is not the framework per se, but issues with ‘teaching presence’ or online course design and facilitation. To investigate these research questions, two groups of in-service English language teachers studied identical course content with differing discussion forum task types. Group A tasks included debate and case study based tasks while Group B used more typical open discussion type tasks. The resulting transcripts were coded as per the analytical framework of Park (2009). Overall, Group A transcripts showed increased incidence of the higher phases of ‘cognitive presence’ when compared with Group B. There was evidence, particularly in the debate format, that changing the task design impacts the shape and substance of the discussion, providing more opportunity for deeper critical thought. Still, ‘lower level’ exploratory thought was dominant e.g. the teachers engaged in ‘Personal narration’ (i.e. stories about learners or classroom practice) for 47.1% of the total cognitive presence incidence in Group B and 17.5% in Group A. This was not proportionate to the number of prompts requesting the teachers to engage in this. Given the frequency with which the latter occurred, future research is required to understand if this is a recurrent and distinctive feature of in-service teachers online discussion and to better understand the function and value of these ‘stories’.

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27

Lagman, Theresa Marie. "Individual Differences in Cognitive Performance Relating to Non-Pathological Sleep Parameters in the Presence of a Stressor". UNF Digital Commons, 2000. http://digitalcommons.unf.edu/etd/229.

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Non-pathological sleep parameters in relation to cognition among individuals who do not qualify as having sleep disorders or who are not subjected to extended periods of total sleep deprivation have not been adequately investigated in previous studies. The current study investigates the influence of circadian typology (morning-type vs. evening-type individuals), time of session (AM vs. PM), habitual sleep practices (sleep hygiene), sleep quality, life stress, and the presence of an acute stressor on sustained attention, memory, and mental rotation performance. Several main effects emerged for individual variables above; however, the data failed to reveal significant interactions among these variables. The evidence in this study of non-pathological sleep parameters affecting cognitive performance presents a need for further investigation.

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28

Molnar, Amy. "Differences in Social, Teaching, and Cognitive presence: a comparison of two discussion formats in an online course". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429885926.

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29

Voegele, Janelle De Carrico. "Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications". PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/760.

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The use of hybrid learning (a blend of face-to-face and distance learning) is rapidly increasing in higher education. However, educational leaders have raised concerns about the proliferation of hybrid programming as an efficiency measure without appropriate attention to learning. This study examined the relationship between social, teaching and cognitive presence, pedagogical design, and students' perspectives on hybrid learning effectiveness. Data from thirty-nine undergraduate courses representing 1,886 students were analyzed to identify indicators of best hybrid practice. Aspects of social and teaching presence significantly influenced students' perceptions of learning, including facilitation of student interactions, assignment feedback and guidance, effective use of class time, and organizational integration of course concepts. Recommendations for hybrid institutional initiatives and programming include attention to framing "presence" in hybrid settings, using integrated inquiry to encourage integrated course design, and encouraging communities of inquiry to promote cross-institutional investigation of hybrid effectiveness.

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30

Farshidi, Azadeh. "A Secondary Task Test for Evaluating Cognitive Load of MRP Pilots". Thesis, Umeå universitet, Institutionen för informatik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144143.

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Remotely-controlled technologies are no longer limited to military applications, such as unmanned military airborne weapons or explosive diffuser robots. Nowadays we can see more and more of remotely controlled devices used as medical equipment, toys, and so forth. One of the most recent areas of interest is robotic telepresence, also known as Mobile Robot Presence (MRP), which provides the ability to interact socially and professionally with other people and even objects in remote locations. One of the known issues with using remotely-controlled devices is the cognitive overload which their operators (pilots) experience and MRP pilots are no exception. However, despite vast research on different ways to address this in military or medical scenarios, little has been done regarding MRPs. This thesis study aims to make a contribution in closing that gap by suggesting a method, developing a prototype implementing it; then conducting an empirical assessment of the method and the prototype as a part of a broader study on MRP, supported by Swedish Research Council. I have suggested a method comprised of a Secondary-task (ST) method and Subjective Rating Scales (SRS), in which the latter act as an evaluation method for the former. Both of them were used in an overarching study in search for the best control device amongst four chosen devices. I collected and analyzed secondary task performance data (e.g. response time, error rates), subjective user ratings, explicit rankings, and observations recordings. My analysis of the collected data shows that using a monitoring and response face recognition secondary task is a plausible method for the assessment of MRP pilot’s cognitive load.

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31

Blasko, Michael C. "The Effects of the Presence of a Wiki Based Module in A Hypermedia Presentation On Cognitive Retention of College Students". Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245206737.

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32

Sjölie, Daniel. "Human brains and virtual realities : Computer-generated presence in theory and practice". Doctoral thesis, Umeå universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-68664.

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A combined view of the human brain and computer-generated virtual realities is motivated by recent developments in cognitive neuroscience and human-computer interaction (HCI). The emergence of new theories of human brain function, together with an increasing use of realistic human-computer interaction, give reason to believe that a better understanding of the relationship between human brains and virtual realities is both possible and valuable. The concept of “presence”, described as the subjective feeling of being in a place that feels real, can serve as a cornerstone concept in the development of such an understanding, as computer-generated presence is tightly related to how human brains work in virtual realities. In this thesis, presence is related both to theoretical discussions rooted in theories of human brain function, and to measurements of brain activity during realistic interaction. The practical implications of such results are further developed by considering potential applications. This includes the development and evaluation of a prototype application, motivated by presented principles. The theoretical conception of presence in this thesis relies on general principles of brain function, and describes presence as a general cognitive function, not specifically related to virtual realities. Virtual reality (VR) is an excellent technology for investigating and taking advantage of all aspects of presence, but a more general interpretation allows the same principles to be applied to a wide range of applications. Functional magnetic resonance imaging (fMRI) was used to study the working human brain in VR. Such data can inform and constrain further discussion about presence. Using two different experimental designs we have investigated both the effect of basic aspects of VR interaction, as well as the neural correlates of disrupted presence in a naturalistic environment. Reality-based brain-computer interaction (RBBCI) is suggested as a concept for summarizing the motivations for, and the context of, applications building on an understanding of human brains in virtual realities. The RBBCI prototype application we developed did not achieve the set goals, but much remains to be investigated and lessons from our evaluation point to possible ways forward. A developed use of methods and techniques from computer gaming is of particular interest.
Ett kombinerat perspektiv på den mänskliga hjärnan och datorgenererade virtuella verkligheter motiveras av den senaste utvecklingen inom kognitiv neurovetenskap och människa-datorinteraktion (MDI). Framväxten av nya teorier om den mänskliga hjärnan, tillsammans med en ökande användning av realistisk människa-datorinteraktion, gör det troligt att en bättre förståelse för relationen mellan mänskliga hjärnor och virtuella verkligheter är både möjlig och värdefull. Begreppet "närvaro", som i detta sammanhang beskrivs som den subjektiva känslan av att vara på en plats som känns verklig, kan fungera som en hörnsten i utvecklingen av en sådan förståelse, då datorgenererad närvaro är tätt kopplat till hur mänskliga hjärnor fungerar i virtuella verkligheter. I denna avhandling kopplas närvaro både till teoretiska diskussioner grundade i teorier om den mänskliga hjärnan, och till mätningar av hjärnans aktivitet under realistisk interaktion. De praktiska konsekvenserna av sådana resultat utvecklas vidare med en närmare titt på potentiella tillämpningar. Detta inkluderar utveckling och utvärdering av en prototypapplikation, motiverad av de presenterade principerna. Den teoretiska diskussionen av närvaro i denna avhandling bygger på allmänna principer för hjärnans funktion, och beskriver känslan av närvaro som en generell kognitiv funktion, inte specifikt relaterad till virtuella verkligheter. Virtuell verklighet (virtual reality, VR) är en utmärkt teknik för att undersöka och dra nytta av alla aspekter av närvaro, men en mer allmän tolkning gör att samma principer kan tillämpas på ett brett spektrum av applikationer. Funktionell hjärnavbildning (fMRI) användes för att studera den arbetande mänskliga hjärnan i VR. Sådant data kan informera och begränsa en vidare diskussion av närvaro. Med hjälp av två olika försöksdesigner har vi har undersökt både effekten av grundläggande aspekter av VR-interaktion, och neurala korrelat av störd närvaro i en naturalistisk miljö. Verklighets-baserad hjärna-dator interaktion (reality-based brain-computer interaction, RBBCI) föreslås som ett begrepp för att sammanfatta motiv och kontext för applikationer som bygger på en förståelse av den mänskliga hjärnan i virtuella verkligheter. Den prototypapplikation vi utvecklade uppnådde inte de uppsatta målen, men mycket återstår att utforska och lärdomar från vår utvärdering pekar på möjliga vägar framåt. En vidare användning av metoder och tekniker från dataspel är speciellt intressant.

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33

Worley, Cynthia Dawn. "Student Perceptions of Connectedness in Online Courses". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1429.

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Students who obtain college degrees have a higher earning potential and greater likelihood of employment. Although researchers have found that student enrollment and performance in online college courses has increased, attrition has also risen at a higher rate than in face-to-face courses. The problem of declining persistence in online courses at a rural community college in the Southeastern United States was addressed in this study. The community of inquiry framework was used in this qualitative case study to explore perceptions of 10 experienced online learners. The research questions were focused on students' perceptions of the roles of connectedness and student engagement as well as the techniques and strategies used to maintain connectedness. Data were collected through semistructured online audio interviews that were recorded, transcribed, open coded, and analyzed thematically. Findings indicated that students perceived the presence of engaging materials, elevated instructor presence, established social presence, and confirmed learning as promoters of cognitive presence and students' online course persistence. The resulting project consisted of a hybrid workshop series designed to enhance instructors' pedagogical practices to promote engagement and persistence in online courses. The workshop evaluation provided both formative and summative feedback from the workshop participants. The project contributes to social change through the ability of educators and program developers of online courses to garner new knowledge, as well as contributions to the continued viability of the focus institution and long-term economic stability for students.

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34

Greenwood, Linda Lee. "STIMULATING INTEREST IN POLITICAL INFORMATION AND FACILITATING DEEP COMPREHENSION OF A POLITICAL TEXT FOR YOUNG VOTERS: DOES EMBODIMENT MATTER?" Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/599386.

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Media & Communication
Ph.D.
Research over the past several decades suggests there are persistent political knowledge gaps among electoral cohorts in the United States. Of particular concern to many scholars is a generational gap in political knowledge that appears to be widening. The current generation of young voters has lower levels of political knowledge than any of its cohorts of past generations despite having higher levels of formal education. Although formal education is a significant predictor of political knowledge, the strength of this relationship has declined in recent years. Since the 1950s, overall levels of formal education in the United States have significantly increased, yet there has not been a proportionate increase in overall levels of political knowledge. Some scholars attribute this decline in the relationship between formal education and political knowledge to a preceding decline in the quality of civic education in our primary and secondary schools. Quality civic education is important because it provides young people with civic knowledge—knowledge of how their system of government functions and how they can become effective participants within that system. Civic knowledge is important because it also provides a context for a deep understanding of information disseminated in the media about current political issues. Although voters can learn about political issues by encountering information in various types of media, there is a strong correlation between consumption of text-based news media and levels of political knowledge. Newspaper readership has declined, however, especially for traditional print newspapers, which is at its lowest level since 1945. Digital readership is difficult to assess, but there is some evidence that digital newspaper readership is not nearly enough to account for the decline in readership for traditional print newspapers. Civic background knowledge and interest in reading about political issues can enhance deep-level comprehension of text-based political information. Finding ways to make civic background information interesting for young voters could stimulate their interest in reading about political issues and result in increasing their levels of political knowledge. If the Millennial generation continues to be less knowledgeable than their predecessors, it could erode this cohorts’ ability to effectively represent its interests and could eventually result in a polity in which the “vox populi” is reduced to a mere whisper. This study examined text comprehension and interest within the context of an embodied cognition perspective in which the abstract symbols of language are viewed as fundamentally grounded in our bodily responses to our environment. Emerging media, such as interactive computer simulations and virtual environments, provide a way to ground unfamiliar and complex political text-based information in embodied, experiential contexts that could increase comprehension of abstract concepts. These media often evoke the perception of “being there,” in a virtual space. The sense of “being there,” or virtual spatial presence, creates a degree of spatial uncertainty that can result in an increase in arousal that stimulates interest in the information encountered in the virtual space. A within-subjects experiment was conducted to determine whether providing civic background information in a more embodied media format (i.e., an interactive desktop computer simulation) versus a less embodied format (i.e., an onscreen document) for newspaper articles about Obamacare increased interest in and comprehension of the articles. The data were analyzed with paired t-tests and repeated-measures ANOVA. Other statistical tests were also performed to determine relationships among the variables of text comprehension, virtual spatial presence, situational interest, self-reported core affect, and physiological arousal. The findings indicate that surface-level text comprehension of a newspaper article about Obamacare was significantly higher when civic background information for the article was presented in the more embodied format; however, format did not have a significant effect on deep-level comprehension. The findings also indicate that levels of virtual spatial presence and self-reported core affect were significantly higher when participants read information in the more embodied format. Although the results did not reveal a significant effect of format on situational interest in the information, there was a significant order effect of format on situational interest. This was likely the result of a novelty effect and not specifically a result of the level of embodiment the format provided. Within the more embodied format, significant positive correlations emerged between virtual spatial presence and situational interest and between virtual spatial presence and self-reported core affect (i.e., subjective feelings of arousal and enjoyment); however, a negative correlation emerged between virtual spatial presence and skin conductance level. Significant positive correlations also emerged across format conditions between situational interest and self-reported core affect and between situational interest in civic background information for a newspaper article and situational interest in the article itself. The main predictors of overall text comprehension of the newspaper articles about Obamacare were posttest civic knowledge and situational interest.
Temple University--Theses

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Archibald, Douglas. "Fostering Cognitive Presence in Higher Education through the Authentic Design, Delivery, and Evaluation of an Online Learning Resource: A Mixed Methods Study". Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19911.

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The impact of Internet technology on critical thinking is of growing interest among researchers. However, there still remains much to explore in terms of how critical thinking can be fostered through online environments for higher education. Ten years ago, Garrison, Anderson, and Archer (2000) published an article describing the Community of Inquiry (CoI) framework which provided an outline of three core elements that were able to describe and measure a collaborative and positive educational experience in an online learning environment, namely teaching presence (design, facilitation, and direct instruction), social presence (the ability of learners to project themselves socially and emotionally), and cognitive presence (the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse). This dissertation extends the body of research surrounding the CoI framework and also the literature on developing critical thinking in online environments by examining and exploring the extent to which teaching and social presence contribute to cognitive presence. The researcher was able to do this by offering 189 learners enrolled in 10 research methods courses and educational research courses an opportunity to use an innovative online resource (Research Design Learning Resource – RDLR) to assist them in learning about educational research and developing research proposals. By exploring how participants used this resource the researcher was able to gain insight into what factors contributed to a successful online learning experience and fostered cognitive presence. Quantitative and qualitative research approaches (mixed methods) were used in this study. The quantitative results indicated that both social and teaching presence had a strong positive relationship with cognitive presence and that learners generally perceived to have a positive learning experience using the RDLR. The qualitative findings helped elaborate the significant quantitative results and were organised into the following themes: making connections, multiple perspectives, resource design, being a self-directed learner, learning strategies, learning preferences, and barriers to cognitive presence. Future directions for critical thinking in online environments are discussed.

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36

Boyce, Bradley G. "Understanding Learner Interactions in the Home-Study and Technology-Mediated Seminary Program for Youth in the Church of Jesus Christ of Latter-day Saints". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3023.

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Interaction is a core element in the design of blended and distance learning environments. The importance of understanding these interactions and what might increase effectiveness of such interactions in education is paramount for meaningful learning. This dissertation consists of two qualitative case studies designed to provide a rich, descriptive look at interactions in a high school distance/blended-learning context in the home-study and technology-meditated seminary program of The Church of Jesus Christ of Latter-day Saints. In the study article, Moore's (1989) interaction framework was used as a lens for understanding the learner experience. Thematic narratives were used to highlight themes related to students' perceived learning gains from learner-content interaction and their hesitancy to engage in learner-learner and learner-instructor interactions if they had not met personally. In the second study, Garrison's (2007) Community of Inquiry framework was used to understand the impact that teacher decisions, other than the selection of content, had on the cognitive and social climate of the learning experience. This study describes how a teacher's facilitation of social interaction influences the course learning outcomes. The results highlight the teacher's role in providing the educational and social climate needed to foster learner interactions. This study noted that when the teachers gave learners the opportunity to interact in a live setting, it appeared to foster the relationships needed to interact online. The narratives also highlight how a teacher helped learners interact with one another around content online.

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Atkins, Daniel Aaron. "Investigating Cognitive and Persuasive Effects of 360-degree Virtual Reality Community News Narratives on Memory Performance, Presence, Perception of Credibility, and Attitude Change". Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1573830322607172.

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Masterson, Ashley. "Older and Weaker or Older and Wiser: Exploring the Drivers of Performance Differences in Young and Old Adults on Experiential Learning Tasks in the Presence of Veridical Feedback". Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/400624.

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Business Administration/Marketing
Ph.D.
This dissertation proposes that while traditional cognitive psychology literature suggests that cognitive function decreases with age, these decreases are dependent on the types of testing being performed. While traditional cognitive tests of memory and processing speed show declines associated with age, this research suggests these declines are not robust across all types of learning. The coming pages present four studies aimed at furthering our understanding of how different age cohorts of consumers learn about products in active and complex marketplaces. Study one reveals an age advantage associated with learning experientially; an interesting and somewhat surprising result that warrants further investigation given the rapid rate at which populations are aging. The additional studies presented here begin that investigation through the application of several psychological theories. This research explores increased vigilance associated with the security motivation system (based on the principles of evolutionary psychology), the possible impact of mortality salience through the application of Terror Management Theory and a positive correlation between age and cognitive control, as possible explanations.
Temple University--Theses

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Blake, Kimberly Ann. "Faculty Members' Perspectives - Using the Socratic Method in the Online Higher Education Classroom to Increase Cognitive Presence, Critical Thinking, and Decision-Making Skills| Implications for the Workplace". Thesis, Baker College (Michigan), 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13857647.

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Hlinak and Delic and Becirovic, among others, addressed the connection between the use of the Socratic method and critical thinking development. Hlinak noted while there is an abundance of research on the Socratic method and distance learning, there are relatively few publications that address the intersection. With the continued growth of online education, there is a lack of research primarily on the perspectives of online faculty members. The purpose of the study was to gain the perspectives of online faculty members for effectively using the Socratic method in an online higher education environment to improve critical thinking skills and their application to decision making. An additional goal was the possible development of a research model to explain the use of the Socratic method in the online environment. Garrison's online community of inquiry was a primary supportive theory. Additional theories supporting this study included the Socratic method, James's pragmatism, Dewey's critical thinking, and Paul's formalized critical thinking. Globalization and Christensen's disruptive innovation also supported this research. Online faculty perspectives are essential; faculty are responsible for establishing pedagogy (e.g., teaching strategies, course design, and instructional intervention) for classrooms. The research questions addressed: (a) what teaching strategies, course design, instructional interventions, and delivery options are needed to implement the use of the Socratic method in the online classroom; (b) what influence does the use of the Socratic method have on cognitive presence; and (c) what effect does the increase of cognitive presence have on critical thinking and decision-making skills in nonclassroom activities and the workplace. Using qualitative exploratory research methodology, data were collected from faculty in an online educator forum using an online questionnaire and personal telephone interviews were conducted with faculty from an online doctoral program. Based on participant experiences, the Socratic method supports critical thinking development and fosters cognitive presence with students. According to the participants, the connection between the Socratic method and critical thinking extends these skills to nonacademic settings and the workplace. The participants made a number of recommendations to improve the effectiveness of the Socratic method in the online environment including integrating the Socratic method in course designs.

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40

Pissini, Jessica M. "Embodied by Design: The Presence of Creativity, Art-making, and Self in Virtual Reality". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1594831377515567.

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Peacock, Susi. "A constructive, conceptual analytical review of the Community of Inquiry Framework". Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22319.

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This thesis comprises a critical review and suggestions for enhancement of the Community of Inquiry Framework (CoIF), the frequently cited model of collaborative community-based online learning. It combines a systematic engagement of relevant literature and research, with the application of the CoIF thinking to six of my peer-reviewed publications. Although not initially conceived as forming part of a doctorate submission, these publications are drawn upon throughout this narrative, to assist my interrogation of the CoIF. They are also used to provide evidence of my continuing journey as an education researcher. This thesis is therefore not an exegesis – a traditional meta-narrative encompassing this candidate’s publications. It moves beyond my findings in the publications to create and present supplementary concepts, and develop pointed guidance about using the Framework in supporting online learning in tertiary education. My review first critically interrogates the three constituent elements or Presences of the CoIF. Social presence emerges as a highly complex and multi-faceted construct, in which the de-emphasising of the affective in the CoIF seems at variance with current research reporting the strong student emotional response to working online, and particularly in collaborative, community-based groupings. Then, in Cognitive presence, there has been little consideration of, and specificity about, reflection in the CoIF. My critique proposes that reflection and critical thinking are distinct but inter-related concepts; both of which need to be addressed. Teaching presence is renamed ‘Tutoring presence’ informed by my review based upon my emergent understandings of student-centred learning. Two enhancements to the CoIF are then proposed, together with the rationale for establishment of a Tutors’ Network. The first enhancement, referred to as 'the Influences,’ unites and enriches the individual Presences. The second argues for the existence and use of a personal learning retreat at the heart of a community of inquiry, addressing a perceived omission in the CoIF. This learner ‘space’ provides a ‘quiet, safe place’ for the private (internal) world of the learner, as a foil to the shared collaborative space in the CoIF (the external world). Finally, a Tutors’ Network is outlined as a vehicle for advancing their understandings and knowledge of online, collaborative, community-based learning in general, and in particular of communities of inquiry. This should develop the abilities of online tutors, improve their learners’ educational experiences and encourage research and scholarship into the CoIF.

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42

Hundevad, Meng Cecilie. "Idiot Diagram : DIS GON BE SHAPED LIKE A MUFFIN at some point". Thesis, Kungl. Konsthögskolan, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kkh:diva-10.

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The essay acts as a blueprint over my artistic practice. It is through the friction caused by th relations between the Keywords mentioned above I strive to achieve a dynamic which will act as an interlocutor between the fields, which are not separated but which fail to understand each others' logic and instead more or less intentionally seek to overwrite each other.
[I examensarbetet ingår utställningen: "Taking care of business":] The show was a total installation spanning over 7 days in which Studio Stök (Fredrik Fermelin and I) were constantly keeping the exhibition going: One room was filled with gelatine and lasers, was connected to another room by a tunnel in which a robotic vacuum cleaner constantly active. The other room was filled with +20 office chairs with incense sticks. Fredrik and I were never seen, but for 13 hours a day (07:00am-06:00pm), we mopped up the water from the "melting" gelatin so people could walk, lightning new incense, switching vacuum cleaners and mixing playlists with binaural beats for the tunnel. It was a way of catering an immediate sensation experienced as a viewer, no textualization was presented and enunciated indicating the exhibition was to be read in a certain way, and no artist was present creating a somewhat eerie sensation of a presence or absence. The smells were carried through the exhibition by the draft from the open doors and each room thus pre-empted the other. . Each room had an entrance and people were thus entering from two directions, there was no wrong way of entering and experiencing, the choreography of the exhibition created a sort of moebious strip which ended as quickly as it had lasted. During the week various flash events were held where the backspace which in normal circumstances acts as the entrance was opened. Material: Various Teknik: Installation The exhibition and partially the essays was a completely collaboration between Cecilie Hundevad Meng and Fredrik Fermelin as the artist group Studio Stök. The Exhibition and the essay(s) was only indirectly connected.

The essay was abstractly linked to the exhibition.

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43

White, Laura Michelle. "An assessment of cognitive level of instruction presented in animal science courses and the impact on development of cognition in undergraduates". Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1246566167/.

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Silveira, Paula Squarzoni da. "Alterações cerebrais associadas à presença de déficits cognitivos em idosos: um estudo usando morfometria voxel-a-voxel por ressonância magnética". Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/5/5142/tde-21122010-105312/.

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Introdução: Em estudos de ressonância magnética (RM) estrutural e tomografia por emissão de pósitrons (positron emission tomography; PET), métodos de análise voxel-a-voxel permitem comparações entre grupos do volume de substância cinzenta ou do metabolismo de glicose de forma automatizada, em todo o cérebro. Em estudos com portadores de transtornos cognitivos como a Demência de Alzheimer (DA) comparados a controles saudáveis, tais métodos mostram alterações não só em regiões cerebrais classicamente envolvidas na DA (como hipocampo), mas também em áreas não investigadas anteriormente. Mesmo na ausência de demência, sujeitos idosos apresentam freqüentemente alterações cognitivas, sobretudo em associação com fatores de risco cardiovascular, tais como hipertensão arterial sistêmica. Metodologia: Foi realizado numa amostra de 265 idosos na faixa etária entre 66 e 75 anos exames de RM. A amostra foi dividida em dois grupos, o primeiro com perda cognitiva compatível com diagnóstico prejuízo cognitivo (caracterizado pelo desempenho de 1.5 desvio padrão abaixo da média do grupo) e o segundo grupo sem perda cognitiva. A presença de alterações cerebrais associadas à presença de déficit cognitivos entre os grupos foi investigada utilizando uma metodologia automatizada de avaliação voxel-a-voxel através do SPM. Resultados: Identificamos 5 sujeitos com prejuízo cognitivo numa amostra populacional de 244 indivíduos. A presença de prejuízo cognitivo foi associada à presença de lesão silenciosa (p=0,001), idade (p=0,002), e a presença de diabetes (p=0,026). Prejuízos no desempenho cognitivo total foram associados à redução de SC envolvendo o hipocampo e giro parahipocampal à direita (p=0,049 e p=0,036, respectivamente). Prejuízos no desempenho em tarefas de memória foram associados à redução de SC envolvendo regiões de hipocampo, giro parahipocampal e amídala à esquerda (p=0,026, p=0,031, e p=0,007, respectivamente). Prejuízos em tarefas de atenção foram associados à redução de SC envolvendo hipocampo e giro parahipocampal à esquerda (p=0,019 e p=0,013, respectivamente). Finalmente, prejuízos no desempenho cognitivo em tarefas fluência verbal foram associados à redução de SC envolvendo córtex temporal medial à direita (p=0,041). Conclusão: A presença de prejuízo cognitivo foi observada numa pequena porcentagem da população geral quando avaliada através da comparação com o desempenho no próprio grupo. Estudo de volumetria cerebral, após exclusão dos sujeitos com lesão silenciosa, observou que o desempenho cognitivo de idosos da comunidade apresentou relação direta com o volume cerebral de regiões límbicas, importantes para a cognição e memória.
Introduction: In studies with structural magnetic resonance imagery (MRI) and positron emission tomography (PET), methods of analysis voxel-by-voxel allow comparisons among groups of gray matter volume or glucose metabolisms in an automatized fashion all around the brain. In studies with cognitive disorder carriers, such as Alzheimer\'s Disease (AD) compared to healthy controls, such methods show alterations not only in the brain regions classically involved in AD (such as hippocampus), but also in areas not previously investigated. Even in the absence of dementia, elderly people often present cognitive changes, mainly in association with cardiovascular risk factors, such as systemic arterial hypertension. Methodology: We performed MRI in a sample of 265 elderly people in the age range between 66 to 75 years old. The sample was divided in two groups: the first one with cognitive loss compatible to cognitive impairment diagnosis (characterized by the performance of 1.5 standard deviation below the group average) and the second group without cognitive loss. The presence of brain alterations associated to the presence of cognitive deficits between the groups was investigated using an automatized methodology of voxel-to-voxel evaluation through statistical parametric mapping (SPM). Results: It was identified 5 subjects with cognitive impairment in a population sample of 244 individuals. The presence of cognitive impairment was associated to the presence of silent lesion (p=0.001), age (p=0.002), and the presence of diabetes (p=0.026). Impairments in the overall cognitive performance were associated to the reduction of the gray matter (GM) involving the hippocampus and parahippocampal gyrus to the right (p=0.049 and p=0.036, respectively). Impairments in the performance of memory tasks were associated to the reduction of GM involving the hippocampus, parahippocampal gyrus and amygdala regions to the left (p=0.026, p=0.031, and p=0.007, respectively). Impairments in attention tasks were associated to the reduction of GM involving the hippocampus and the parahippocampal gyrus to the left (p=0.019 and p=0.013, respectively). Finally, impairments in the cognitive performance of verbal fluency tasks were associated to the reduction of GM involving the medial temporal cortex to the right (p=0.041). Conclusion: The presence of cognitive impairment was observed in a small percentage of the general population when evaluated through the comparison of the performance in the group itself. The study of brain morphometry after the exclusion of subjects with silent lesion observed that the cognitive performance of the elderly people from the community presented direct relationship with the brain volume of the limbic regions, important for the cognition and memory.

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Clarnette, Roger M. "Predictors of cognitive decline in those with subjective memory complaint". University of Western Australia. School of Psychiatry and Clinical Neurosciences, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0245.

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[Truncated abstract] Background: Dementia, largely due to Alzheimer's disease (AD), is a major public health problem. The early identification of disease is an important challenge for clinicians because treatment of AD is now available. A simple and accurate means of stratifying risk for AD and identifying early disease is needed so that risk factor modification and treatment can occur optimally. To date, despite many attempts, an accurate means of standardising an approach to the assessment of subtle cognitive symptoms has not been developed. A subjective complaint of poor memory has been identified as a possible marker for underlying brain disease. This study examines the utility of neuropsychological scores, homocysteine levels, APOE genotyping and brain imaging as predictors of cognitive decline in individuals with subjective memory complaint (SMC). Method Eighty subjects with SMC were recruited from memory clinics and the community (MC: 1). Forty-two control subjects were also examined (MC: 0). CAMDEX was used to describe baseline clinical features. The CAMCOG was used as a global test of cognition and was administered annually for four years. At baseline, neuropsychological testing was administered. Cranial CT scanning, measurement of plasma homocysteine and APOE genotyping were completed. Categorical variables were analysed using chi-square according to Pearson's method. Continuous data was analysed using Student's t-tests and Mann-Whitney tests. A logistic regression model was used to identify independent contributors to the presence of memory complaint. Participants were then matched for age, gender and time to follow-up (up for three years) to determine longitudinal predictors of cognitive decline. ... Baseline CAMCOG scores were greater in the control group (MC:0 = 98.3 ? 2.8, MC:1 94.2 ? 5.5, Z ?4.46, p 0.000). There were no differences in neuropsychological scores, concentration of total plasma homocysteine, APOE genotype or brain scan measurements. Using the Wald stepwise selection method, logistic regression could not be established due to non-convergence regardless of whether or not the continuous variables were re-coded into dichotomous variables. A matching process that created 32 pairs of controls/subjects allowed follow-up analysis. The controls showed significant improvement with time on the CAMCOG unlike subjects (mean ? SD, controls 1.5 ?-3.0, Z - 2.61, p 0.01, subjects 0.2 ? 3.2, Z ? 0.24, p 0.81). The logistic regression analysis showed that group membership could not be defined by any single independent variable. When group membership was abandoned and those with stable scores were compared to those who declined no clear meaningful independent predictors of decline apart from age were identified. Conclusions: Methodological issues such as small sample size and inadequate follow up duration were identified that may have precluded identification of predictive factors for cognitive decline. The results indicate that complaints of memory problems are not associated with established risk factors for Alzheimer's disease and fail to predict objective cognitive decline over three years. Future studies should continue trying to identify robust predictors of cognitive decline in later life.

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Miramontes, Adriana J. "Examining eye fixation patterns during the Situation Present Assessment Method (SPAM) under varying levels of workload". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253672.

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The situated approach to situation awareness (SA) claims that operators use tools and displays to store information that cannot be held in working memory when they are performing complex and dynamic tasks. Based on this approach, operators store general and high priority information internally and offload specific and low priority information to the environment. High levels of workload can lead to a reduction in working memory capacity and can increase levels of stress. As a result, workload is likely to affect how an operator stores information. The current study tests the situated approach to SA and its assumptions by examining eye fixations during the Situation Present Assessment Method (SPAM) for measuring situation awareness and examines how a shift in workload affects situation awareness and offloading behavior. Results found support for the situated approach to SA such that participants took longer to answer probe queries, made more glances toward the radar scope, and had longer eye glance latencies when answering specific questions than general questions, indicating that they offloaded specific information to the environment. Furthermore, results indicated that workload lead to a change in strategy such that participants took longer to answer probe queries, made more glances toward the radar scope, and had longer eye glance latencies when under high workload conditions. Therefore, higher workload leads an operator to offload information to the environment.

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47

Hamilton, Mark. "Why Do I Live For The Moment? The Effects of Genetic Factors and Adverse Childhood Experiences on Cognitive Traits in Middle Adulthood". University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563873193728586.

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Mayo, Therese. "Optimisation and cognitive ability : individual differences in solutions to visually presented travelling salesperson problems /". Title page, table of contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsm4731.pdf.

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49

Cosentino, Leonardo Antonio Marui. "Modulação circunstancial do desconto temporal: impacto de estímulos sobre a tomada de decisão nas esferas de negociação entre presente e futuro". Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-08022013-152736/.

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Seres humanos e outros organismos geralmente descontam o futuro, preferindo receber recompensas imediatas a postergadas. Essa tendência comum é compreensível, em grande parte, porque preterir o consumo de benefícios aumenta amplamente o risco de perdê-los. Ademais, a impaciência intertemporal pode ser adaptativa. A reprodução antecipada, em comparação com a tardia, produz em média um aumento na taxa de sucesso reprodutivo. Entretanto, apesar de ser uma tendência geral, o desconto do futuro pode variar transitoriamente em função de estimulações contextuais, especialmente, pistas de oportunidades sexuais. O objetivo do presente trabalho foi investigar fontes situacionais de variabilidade na preferência temporal. Para tanto, foram realizados quatro estudos visando avaliar os efeitos de indicadores de reciprocidade social, elementos arbitrários condicionados e qualidade de recursos limitantes sobre os índices de desconto do futuro, usando: (1) imagens de pessoas do sexo oposto expressando emoções de alegria e nojo; (2) vídeos de pessoas engajadas em entrevistas amigáveis e não amigáveis; (3) cores do ambiente experimental associadas a imagens de pessoas do sexo oposto e (4) imagens de alimentos atraentes e não atraentes. Os efeitos de tais estímulos foram medidos através de uma tarefa que costuma ser usada para avaliar desconto de futuro, formada por dois conjuntos de escolhas monetárias feitas pelos participantes antes e após a estimulação. Cada escolha monetária constituiu de um par de opções entre um valor (x) amanhã ou outro (x + y) daqui (z) dias. Adicionalmente, foram investigadas fontes individuais de variação na preferência temporal. Para tanto, foi realizado um estudo correlacional e transversal usando questionários estruturados, investigando possíveis preditores de desconto do futuro. O intuito foi averiguar as relações entre taxas de desconto do futuro e diferenças individuais, tais como sexo, idade, propensão ao risco e índices socioeconômicos. Os resultados apontam que a tendência ao imediatismo pode ser acentuada em contextos com a presença de cor com comprimento de onda longo associada a estados de excitação, em contraposição à cor com menor comprimento de onda; e diminuída pela exposição a estímulos alimentares com alto valor calórico, em comparação a estímulos alimentares de baixo teor energético. Além disso, o desconto do futuro apresenta correlação negativa com status socioeconômico, podendo este último predizer altas taxas de desconto temporal. Conclui-se que o desconto do futuro pode variar em função da ativação de estados de excitação e de sistemas motivacionais básicos e em resposta a escassez de recursos materiais. Conjuntamente, os resultados são compatíveis com a interpretação de que escolhas imediatistas estão relacionadas ultimamente a maximização da aptidão em determinados contextos; e que a preferência temporal é um processo multidimensional, possivelmente, englobando o funcionamento de diferentes mecanismos voltados para operar em dimensões específicas
Humans and other organisms generally discount the future, preferring immediate over delayed rewards. This general preference is understandable, largely because delaying consumption increases the risk of losing the benefit. Moreover, the intertemporal impatience can be adaptive. Earlier reproduction produces an average increase in the rate of reproductive success than later reproduction. However, although it is a general tendency, the future discounting may vary temporarily due to contextual stimuli, especially cues of sexual opportunities. The objective of this study was to investigate situational sources of variability in time preference. To this end, four studies were conducted to evaluate the effects of cues of reciprocity, conditioned arbitrary contextual stimuli, and quality of limiting resources on the rate of future discounting, using: (1) images of the opposite sex expressing happiness and disgust, (2) videos of people engaged in friendly and non-friendly interviews, (3) colors of the experimental environment associated with images of the opposite sex, and (4) pictures of attractive and unattractive food. The effects of these stimuli were measured using a task that is often used to evaluate future discounting, formed by two sets of monetary choices completed by participants before and after the stimulation. Each monetary choice has two options: a monetary value for tomorrow (x) or more (x + y) in a specified future (z days). Additionally, we investigated individual sources of variation in time preference. For this purpose, a correlational and transversal study was conducted using structured questionnaires to investigate possible predictors of future discounting. The aim was to examine the relationship between future discounting rates and individual differences such as gender, age, risk propensity, and socioeconomic indexes. The results show that the future discounting rates can be increased in the presence of long-wavelength color associated with states of arousal as opposed to short-wavelength color, and decreased by exposure to high-calorie food stimuli compared to low-calorie food stimuli. Moreover, the future discounting shows a negative correlation with socioeconomic status, and that the latter can predict high rates of temporal discounting. It is concluded that the future discounting may vary depending on the activation of arousal state, basic motivational systems, and in response to scarcity of material resources. Jointly, the results are consistent with the interpretation that immediate choices are related in evolutionary terms to fitness maximization in certain environments, and that the time preference is a multidimensional process, possibly comprising distinct domain-specific mechanisms

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50

Rua, Robson Borges. "A conceptualização das formas de expressão de futuro: as especificidades no uso do futuro simples, do futuro perifrástico e do presente do indicativo". Niterói, 2017. https://appdesenv.uff.br/riuff/handle/1/3676.

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Nesta dissertação, são estudadas as formas mais frequentes de expressão de futuro no Português do Brasil, observadas neste e em estudos anteriores: o futuro simples, o futuro perifrástico e o presente do indicativo. Com o objetivo de investigar as especificidades relacionadas ao uso das formas referidas neste estudo, foram analisados dados extraídos de corpus constituído de manchetes e lides de jornais on-line das diferentes regiões brasileiras, no período de maio de 2015 a janeiro de 2016. Ao todo, foram selecionadas 167 notícias, totalizando 343 registros das formas de expressão de futuro em tela. Adotou-se o arcabouço teórico da Linguística Cognitiva, mais precisamente as abordagens sobre Conceptualização e Modelos Cognitivos Idealizados (LANGACKER, 1991, 2008), a fim de se buscar desvelar como um determinado evento relacionado ao futuro é construído pelo conceptualizador. Na análise dos dados, observando-se a influência de fatores, tais como “atividade programada”, “presença de especificador circunstancial” e “certeza epistêmica”, constatou-se que, de uma forma geral, o futuro simples é a forma que apresenta maior frequência em manchetes e lides de jornais on-line para se referir a um evento futuro. No entanto, verificou-se também que, em se tratando de uma atividade programada, o presente do indicativo é a forma de expressão do futuro mais produtiva. Observou-se ainda a importância do parâmetro “certeza epistêmica”, em função do qual foi possível propor uma escala relativa ao emprego, nos jornais on-line, das três formas de expressão do futuro estudadas, tomando como base o grau de certeza epistêmica do conceptualizador (de [+] para [-]): presente do indicativo > futuro simples > futuro perifrástico
In this dissertation, the most frequent forms of expression of the future in Brazilian Portuguese (PB) observed in this and previous studies are studied: the present tense, the simple future and the periphrastic future. With the objective of investigating specificities related to the use of the forms considered in this study, data extracted from the corpus composed of headlines and online newspaper headlines from different Brazilian regions were analyzed from May 2015 to January 2016. In all, 167 news items were selected, totaling 343 records of future forms of expression on screen. The theoretical framework of Cognitive Linguistics was adopted, more precisely the approaches on the Conceptualization Process and the notion of Idealized Cognitive Models (Langaker, 1991, 2008), in order to seek to unveil how a particular event related to the future is constructed by the Conceptualizer. In the analysis of the data, observing the influence of factors such as "programmed activity", "presence of circumstantial specifier" and "epistemic certainty", it was verified that, in a general way, the simple future is the form that presents greater frequency in headlines and online newspaper headlines to refer to a future event. However, it has also been found that in the case of a programmed activity, the present tense is the form of future expression more productive. It was also observed the importance of the parameter "epistemic certainty", according to which it was possible to propose a scale related to the use, in the online newspaper, of the three forms of expression of the future studied, based on the degree of epistemic certainty of the conceptualizer (from [+] to [-]): present tense> simple future> periphrastic future

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Tesis sobre el tema "Cognitive presence"

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