Current Search:  cognitive science (x)

View All Items

  • CSV Spreadsheet
(1 - 6 of 6)
FLOCKS, SWARMS, CROWDS, AND SOCIETIES: ON THE SCOPE AND LIMITS OF COGNITION
Title
FLOCKS, SWARMS, CROWDS, AND SOCIETIES: ON THE SCOPE AND LIMITS OF COGNITION.
Creator
Neemeh, Zachariah A, Favela, Luis H., University of Central Florida
Abstract / Description
Traditionally, the concept of cognition has been tied to the brain or the nervous system. Recent work in various noncomputational cognitive sciences has enlarged the category of "cognitive phenomena" to include the organism and its environment, distributed cognition across networks of actors, and basic cellular functions. The meaning, scope, and limits of 'cognition' are no longer clear or well-defined. In order to properly delimit the purview of the cognitive sciences, there is a strong need...
Show moreTraditionally, the concept of cognition has been tied to the brain or the nervous system. Recent work in various noncomputational cognitive sciences has enlarged the category of "cognitive phenomena" to include the organism and its environment, distributed cognition across networks of actors, and basic cellular functions. The meaning, scope, and limits of 'cognition' are no longer clear or well-defined. In order to properly delimit the purview of the cognitive sciences, there is a strong need for a clarification of the definition of cognition. This paper will consider the outer bounds of that definition. Not all cognitive behaviors of a given organism are amenable to an analysis at the organismic or organism-environment level. In some cases, emergent cognition in collective biological and human social systems arises that is irreducible to the sum cognitions of their constituent entities. The group and social systems under consideration are more extensive and inclusive than those considered in studies of distributed cognition to date. The implications for this ultimately expand the purview of the cognitive sciences and bring back a renewed relevance for anthropology and introduce sociology on the traditional six-pronged interdisciplinary wheel of the cognitive sciences.
Show less
Date Issued
2017
Identifier
CFH2000191, ucf:46026
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000191
Neurophenomenological Methods: Experiences of Earth and Space in Simulation
Title
Neurophenomenological Methods: Experiences of Earth and Space in Simulation.
Creator
Morrow, Patricia, Reinerman, Lauren, Cash, Mason, Janz, Bruce, Gallagher, Shaun, University of Central Florida
Abstract / Description
The present study explores the nature and structure of spiritual and aesthetic experiences through the interdisciplinary application of neurophenomenology (NP). This approach merges aspects of psychology, neurophysiology, and phenomenology into a unified methodology. The study is nested within a larger project, Space, Science, and Spirituality, and as such, it carries a common goal to use simulation to evoke spiritual and aesthetic responses similar to those expressed by astronauts and...
Show moreThe present study explores the nature and structure of spiritual and aesthetic experiences through the interdisciplinary application of neurophenomenology (NP). This approach merges aspects of psychology, neurophysiology, and phenomenology into a unified methodology. The study is nested within a larger project, Space, Science, and Spirituality, and as such, it carries a common goal to use simulation to evoke spiritual and aesthetic responses similar to those expressed by astronauts and cosmonauts. Careful analysis of previous work in NP provided methodological (")lessons learned("), which guided the experimental design, execution, and analysis of the present study. The data collected provides support for experience as a phenomenon that can be studied through empirical means. Further, the articulation of spiritual and aesthetic experiences akin to astronaut experiences corresponds to specific neurological and psychological indicators. Among those indicators are differences in EEG measures during simulation time relative to expressions of spiritual experience following the simulation and changes in visual processing across theta, alpha, and beta signals as correlated with self-identification. These findings support an embodied theory of experience that incorporates memory, executive function, perception, and consciousness. In addition to its academic contribution, this research holds implications for commercial space flight, long-term space missions, post-traumatic stress disorder therapies, and the entertainment industry.
Show less
Date Issued
2013
Identifier
CFE0005035, ucf:50018
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005035
COGNITIVE THEORY: A QUALITATIVE COMPARISON OF THE GEORGE W. BUSH ADMINISTRATION AND THE BARACK H.OBAMA ADMINISTRATION
Title
COGNITIVE THEORY: A QUALITATIVE COMPARISON OF THE GEORGE W. BUSH ADMINISTRATION AND THE BARACK H.OBAMA ADMINISTRATION.
Creator
Urbanovich, Shelley, David, Houghton, University of Central Florida
Abstract / Description
Although Republicans and Democrats frequently disagree ideologically, the leaders of both parties share one commonality in particular - they inevitably make flawed judgments. To adequately understand the extent to which psychological filters act as a fundamental factor in decision making, this thesis shall analyze current political events and observe how partisans within both administrations deal with information incompatible with their own values and beliefs. Specifically referencing the war...
Show moreAlthough Republicans and Democrats frequently disagree ideologically, the leaders of both parties share one commonality in particular - they inevitably make flawed judgments. To adequately understand the extent to which psychological filters act as a fundamental factor in decision making, this thesis shall analyze current political events and observe how partisans within both administrations deal with information incompatible with their own values and beliefs. Specifically referencing the war in Iraq, weapons of mass destruction (WMDs), civil unrest, national security, the national economic climate, and the housing market, this study examines the way leaders deal differently with conflicting information. Although all subjects in the latter shall be discussed, the primary focus is directed towards weapons of mass destruction during the Bush administration and the economic climate during the Obama administration. During their presidencies, both administrations faced different circumstances and congruently possessed different ideologies in respect of how to resolve current problems. Therefore, both President Obama and Bush shall equally be observed in order to adequately compare the extent to which each succumbs to cognitive biases when faced with dissonant information. In addition, groupthink theory, schema theory, and self-justification shall be discussed as complimentary forces which impair political members' decisions. Overall, qualitatively assessing both Republican and Democratic parties in one comprehensive examination breaks the bounds of usual political science studies because both partisans are linked more by their similarities than differences.
Show less
Date Issued
2012
Identifier
CFH0004199, ucf:44813
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004199
LEVELS OF LINE GRAPH QUESTION INTERPRETATION WITH INTERMEDIATE ELEMENTARY STUDENTS OF VARYING SCIENTIFIC AND MATHEMATICAL KNOWLEDGE AND ABILITY: A THINK ALOUD STUDY
Title
LEVELS OF LINE GRAPH QUESTION INTERPRETATION WITH INTERMEDIATE ELEMENTARY STUDENTS OF VARYING SCIENTIFIC AND MATHEMATICAL KNOWLEDGE AND ABILITY: A THINK ALOUD STUDY.
Creator
Keller, Stacy, Biraimah, Karen, University of Central Florida
Abstract / Description
This study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed...
Show moreThis study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed using an assessment rubric created from previously cited factors affecting students' graphing ability. Factors were categorized using Bertin's (1983) three graph question levels. The assessment rubric was validated by Padilla and a veteran mathematics and science teacher. Observational notes were also collected. Data were analyzed using Roth and Bowen's semiotic process of reading graphs (2001). Key findings from this analysis included differences in the use of heuristics, self-generated questions, science knowledge, and self-motivation. Students with higher prior achievement used a greater number and variety of heuristics and more often chose appropriate heuristics. They also monitored their understanding of the question and the adequacy of their strategy and answer by asking themselves questions. Most used their science knowledge spontaneously to check their understanding of the question and the adequacy of their answers. Students with lower and moderate prior achievement favored one heuristic even when it was not useful for answering the question and rarely asked their own questions. In some cases, if students with lower prior achievement had thought about their answers in the context of their science knowledge, they would have been able to recognize their errors. One student with lower prior achievement motivated herself when she thought the questions were too difficult. In addition, students answered the TOGS in one of three ways: as if they were mathematics word problems, science data to be analyzed, or they were confused and had to guess. A second set of findings corroborated how science background knowledge affected graph interpretation: correct science knowledge supported students' reasoning, but it was not necessary to answer any question correctly; correct science knowledge could not compensate for incomplete mathematics knowledge; and incorrect science knowledge often distracted students when they tried to use it while answering a question. Finally, using Roth and Bowen's (2001) two-stage semiotic model of reading graphs, representative vignettes showed emerging patterns from the study. This study added to our understanding of the role of science content knowledge during line graph interpretation, highlighted the importance of heuristics and mathematics procedural knowledge, and documented the importance of perception attentions, motivation, and students' self-generated questions. Recommendations were made for future research in line graph interpretation in mathematics and science education and for improving instruction in this area.
Show less
Date Issued
2008
Identifier
CFE0002356, ucf:47810
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002356
Team Interaction Dynamics during Collaborative Problem Solving
Title
Team Interaction Dynamics during Collaborative Problem Solving.
Creator
Wiltshire, Travis, Fiore, Stephen, Jentsch, Florian, Salas, Eduardo, Wiegand, Rudolf, University of Central Florida
Abstract / Description
This dissertation contributes an enhanced understanding of team cognition, in general, and collaborative problem solving (CPS), specifically, through an integration of methods that measure team interaction dynamics and knowledge building as it occurs during a complex CPS task. The need for better understanding CPS has risen in prominence as many organizations have increasingly worked to address complex problems requiring the combination of diverse sets of individual expertise to achieve...
Show moreThis dissertation contributes an enhanced understanding of team cognition, in general, and collaborative problem solving (CPS), specifically, through an integration of methods that measure team interaction dynamics and knowledge building as it occurs during a complex CPS task. The need for better understanding CPS has risen in prominence as many organizations have increasingly worked to address complex problems requiring the combination of diverse sets of individual expertise to achieve solutions for novel problems. Towards this end, the present research drew from theoretical and empirical work on Macrocognition in Teams that describes the knowledge coordination arising from team communications during CPS. It built from this by incorporating the study of team interaction during complex collaborative cognition. Interaction between team members in such contexts has proven to be inherently dynamic and exhibiting nonlinear patterns not accounted for by extant research methods. To redress this gap, the present research drew from work in cognitive science designed to study social and team interaction as a nonlinear dynamical system. CPS was examined by studying knowledge building and interaction processes of 43 dyads working on NASA's Moonbase Alpha simulation, a CPS task. Both non-verbal and verbal interaction dynamics were examined. Specifically, frame-differencing, an automated video analysis technique, was used to capture the bodily movements of participants and content coding was applied to the teams' communications to characterize their CPS processes. A combination of linear (i.e., multiple regression, t-test, and time-lagged cross-correlation analysis), as well as nonlinear analytic techniques (i.e., recurrence quantification analysis; RQA) were applied. In terms of the predicted interaction dynamics, it was hypothesized that teams would exhibit synchronization in their bodily movements and complementarity in their communications and further, that teams more strongly exhibiting these forms of coordination will produce better problem solving outcomes. Results showed that teams did exhibit a pattern of bodily movements that could be characterized as synchronized, but higher synchronization was not systematically related to performance. Further, results showed that teams did exhibit communicative interaction that was complementary, but this was not predictive of better problem solving performance. Several exploratory research questions were proposed as a way of refining the application of these techniques to the investigation of CPS. Results showed that semantic code-based communications time-series and %REC and ENTROPY recurrence-based measures were most sensitive to differences in performance. Overall, this dissertation adds to the scientific body of knowledge by advancing theory and empirical knowledge on the forms of verbal and non-verbal team interaction during CPS, but future work remains to be conducted to identify the relationship between interaction dynamics and CPS performance.
Show less
Date Issued
2015
Identifier
CFE0005907, ucf:50867
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005907
EPISODIC MEMORY MODEL FOR EMBODIED CONVERSATIONAL AGENTS
Title
EPISODIC MEMORY MODEL FOR EMBODIED CONVERSATIONAL AGENTS.
Creator
Elvir, Miguel, Gonzalez, Avelino, University of Central Florida
Abstract / Description
Embodied Conversational Agents (ECA) form part of a range of virtual characters whose intended purpose include engaging in natural conversations with human users. While works in literature are ripe with descriptions of attempts at producing viable ECA architectures, few authors have addressed the role of episodic memory models in conversational agents. This form of memory, which provides a sense of autobiographic record-keeping in humans, has only recently been peripherally integrated into...
Show moreEmbodied Conversational Agents (ECA) form part of a range of virtual characters whose intended purpose include engaging in natural conversations with human users. While works in literature are ripe with descriptions of attempts at producing viable ECA architectures, few authors have addressed the role of episodic memory models in conversational agents. This form of memory, which provides a sense of autobiographic record-keeping in humans, has only recently been peripherally integrated into dialog management tools for ECAs. In our work, we propose to take a closer look at the shared characteristics of episodic memory models in recent examples from the field. Additionally, we propose several enhancements to these existing models through a unified episodic memory model for ECAÂÂ's. As part of our research into episodic memory models, we present a process for determining the prevalent contexts in the conversations obtained from the aforementioned interactions. The process presented demonstrates the use of statistical and machine learning services, as well as Natural Language Processing techniques to extract relevant snippets from conversations. Finally, mechanisms to store, retrieve, and recall episodes from previous conversations are discussed. A primary contribution of this research is in the context of contemporary memory models for conversational agents and cognitive architectures. To the best of our knowledge, this is the first attempt at providing a comparative summary of existing works. As implementations of ECAs become more complex and encompass more realistic conversation engines, we expect that episodic memory models will continue to evolve and further enhance the naturalness of conversations.
Show less
Date Issued
2010
Identifier
CFE0003353, ucf:48443
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003353