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The didactic class is a pedagogical tool meant to increase classroom interactivity by encouraging student discussion of real-life cases in connection with theory. This paper evaluates the pedagogical impact of using a one-off didactic class where an external expert is brought in to discuss how to relate a cognitive psychology course's content to real-life problems. Using a mixed-methods approach, we measure the undergraduate students' sense of conceptual understanding, their perspective on applying cognitive sciences, their sense of belonging to the department, and their motivation to work. Students' sense of understanding and their perspective in applying cognitive sciences to real-world problems significantly increased after this class. However, we found no significant differences in their sense of belonging to the department or their motivation to study. This suggests didactic classes may further course-specific content but do not change broader aspects of motivation or belonging. The qualitative interviews support the quantitative results. Students reported that the didactic class made them think laterally about content from other modules and how they could apply theoretical insights to real-world problems, which boosted confidence. Students reported great satisfaction with the didactic class. Of course, the speaker must be relevant to the course content, and students should feel empowered and able to speak in class. However, these are practical concerns that should not discourage lecturers from exploring didactic classes as a fun and instructive tool that has significant pedagogical benefits.

Introduction: Cognitive psychology courses are rich in content that can be useful to broad audiences. Much of the foundational research presented in course texts is conducted in highly constrained laboratory settings, making the concepts difficult to apply or use in the real world. Statement of the Problem: Students in cognitive psychology classes may not readily notice practical applications for the content. Standard assessments (e.g. written research papers) fail to capture the real-world applications of cognitive phenomena. Literature Review: Using an applied framework can motivate engagement in cognition. The use of an Unessay project in undergraduate cognitive psychology courses requires students to present a key construct in any format except an essay. Unessay projects originated in the humanities, and are an excellent fit for psychology. Teaching Implications: The Unessay is a useful vehicle for identifying and presenting the application of a cognitive construct in the real world. Students are required to convey that information in a creative, non-essay format. Instructions, a rubric and examples are provided. Conclusion: The Unessay is a novel approach to a course project in cognitive psychology that can motivate student interest while aligning with several APA outcomes for psychology majors.

Conventional statistics methods in most psychological research, such as null-hypothesis significance tests (NHSTs), use aggregated values (i.e., the sample means) of group behaviours to make inferences about individuals. Such inferences are possibly erroneous because groups of humans rarely, if ever, constitute an ergodic system. To assume ergodicity without checking is to commit the 'ergodic fallacy'. The aim of the current study was to examine the prevalence of this error in contemporary psychological research. We analysed three highly cited 'Q1' journals in the fields of clinical, educational and cognitive psychology for statements that indicated this error. As hypothesized, the ergodic fallacy was found in the vast majority of the papers investigated here. We also hypothesised that the prevalence of this error would be highest in cognitive psychology papers because this field typically assesses theoretical claims about universal cognitive mechanisms, whereas clinical and educational psychology are more concerned with empirically supported interventions. This hypothesis was also supported by our results. Nonetheless, the prevalence of the ergodic fallacy was still high in all fields. Implications are discussed with respect to the reporting of research findings and the validity of theories in psychology. [ABSTRACT FROM AUTHOR]

The European Journal of Psychology of Education (EJPE) will now be publishing a new format called "Special Section" to encourage collaboration among researchers in the field of psychology of education. A Special Section consists of 4 to 6 papers focused on a specific area of research proposed by a group of researchers, the editorial team, or the editorial board. The papers go through the same peer review process as regular papers and are published in the journal as a collection. The goal of this format is to promote visibility for European collaborative research projects, foster collaboration, and explore new ideas and approaches in psychology of education. Several Special Sections are already planned for publication between 2024 and 2025. [Extracted from the article]

This paper will use two examples from human cognition-theory of mind and concept representation-to compare human and artificial intelligence. One problem in comparing humans to AI is that performance does not entail competence, meaning that even if two systems can carry out a particular task, the two systems do not necessarily share the same underlying cognitive capacity. However, researchers have begun testing AI on psychological measures to compare human and AI cognition. For example, researchers have investigated the artificial theory of mind, which is the ability to attribute mental states to oneself and others. Additionally, researchers have investigated artificial concept representation, which is the ability to represent categories abstractly. This paper argues that although empirical evidence is key to exploring AI, it is possible that data alone cannot capture the challenge of human-artificial comparison. [ABSTRACT FROM AUTHOR]

Were you able to read and understand what that foreign word means? If not, it is never too late to start learning a new language. However, is it possible to become fluent in a foreign language despite the age at which you start? To answer this question this paper delves into the critical periods in language acquisition and their importance. This paper highlights infants' gradual acquisition of different aspects of language, such as phonemes, words, and grammar. To conclude the importance of critical periods, I compare different strategies for infants and adults learning a language, referring to the example of German word order acquisition. Furthermore, this paper focuses on second language learning. It gives some successful examples of perfectly acquired language by foreigners beyond childhood and highlights the phenomenon of exposure to a native-speaking environment. Additionally, I will discuss the degree of plasticity after the critical period ends and some challenges learners might experience when acquiring a second language. In conclusion, this paper offers a comprehensive review that contributes to our understanding of language development and its implications for language learning beyond childhood. [ABSTRACT FROM AUTHOR]

This paper proposes a nonlinear teaching approach, based on learning theories in cognitive psychology, with a special focus on large-cohort economics modules. The fundamental rationale is to match the features of teaching with the nature of learning. This approach was implemented in an undergraduate economics module, which received qualitative feedback and quantitative evaluation. Formal econometric models with both binary and continuous treatment effects were developed and estimated to quantify the effects of the proposed approach. Evidence shows that the nonlinear teaching approach significantly improves the effectiveness and efficiency of the learning-teaching process but does not promote student attendance. [ABSTRACT FROM AUTHOR]

In order to improve the efficiency of information acquisition and task selection in Virtual Reality (VR) systems, enhance the interactive experience, and reduce cognitive load for users, it is crucial to effectively organize and leverage user cognitive psychology and design elements during the VR scene design phase. This paper focuses on analyzing the low cognitive load requirements of users and the need for a satisfactory user perceptual experience based on the cognitive resource theory. We propose a method for optimizing the design of VR system scenario tasks under low cognitive load requirements. By utilizing human-computer hybrid intelligent assistance for predicting user cognitive load and incorporating intelligent optimization genetic algorithms into the optimization of VR system design elements, we aim to minimize cognitive load as the objective function based on the principle of low cognitive load. Important knowledge granularity nodes are used as fitness functions in the optimization process of VR system design resource elements. An application study is conducted, combining the multi-channel cognition in a smart city VR system task information interface, to optimize the system resource features. The study validates and compares the solutions obtained through traditional design processes and the solutions optimized by the method proposed in this paper, using virtual reality eye-tracking experiments for the same design task requirements in VR systems. The results demonstrate that users experience lower cognitive load and better task operation experience when interacting with the optimized solutions proposed in this paper. Therefore, the optimization method studied in this paper can serve as a reference for the construction of virtual reality systems. [ABSTRACT FROM AUTHOR]

This paper proposes the complex dynamics of collective behavior through an interdisciplinary approach that integrates individual cognition with potential fields. Firstly, the interaction between individual cognition and external potential fields in complex social systems is explored, integrating perspectives from physics, cognitive psychology, and social science. Subsequently, a new modeling method for the multidimensional potential field mechanism is proposed, aiming to reduce individual behavioral errors and cognitive dissonance, thereby improving system efficiency and accuracy. The approach uses cooperative control and distributed learning algorithms to simulate collective behavior, allowing individuals to iteratively adapt based on local information and collective intelligence. Simulations highlight the impact of factors such as individual density, noise intensity, communication radius, and negative potential fields on collective dynamics. For instance, in a high-density environment with 180 individuals, increased social friction and competition for resources significantly decrease collective search efficiency. Validation is achieved by comparing simulation results with existing research, showing consistency and improvements over traditional models. In noisy environments, simulations maintain higher accuracy and group cohesion compared to standard methods. Additionally, without communication, the Mean Squared Error (MSE) initially drops rapidly as individuals adapt but stabilizes over time, emphasizing the importance of communication in maintaining collective efficiency. The study concludes that collective behavior emerges from complex nonlinear interactions between individual cognition and potential fields, rather than being merely the sum of individual actions. These insights enhance the understanding of complex system dynamics, providing a foundation for future applications in adaptive urban environments and the design of autonomous robots and AI systems. [ABSTRACT FROM AUTHOR]

The article discusses the history and development of the journal Social Cognitive & Affective Neuroscience (SCAN). The author, Matthew D. Lieberman, reflects on the early years of the journal and the challenges faced in establishing a dedicated platform for social and affective neuroscience research. Lieberman announces that he will be stepping down as the Editor-in-Chief in January 2025, marking the end of his tenure. He also outlines some upcoming changes for the journal, including the acceptance of non-neuroscience papers and the publication of a "Tools of the Trade" piece to support the growth of social and affective neuroscience in academic institutions. [Extracted from the article]

Introduction: In the realm of emerging e-commerce platforms, the influence of online shopping events, specifically online carnival promotions (OSC), on consumer behavior is a significant area of interest. This paper delves into the effects of such promotions on consumer perceptions, a topic that has not been extensively explored in academic research. Methods: To investigate this phenomenon, two distinct studies were conducted. The first study employed a questionnaire-based experiment involving 220 participants, divided into two groups. The first study examined the mediating role of cognitive legitimacy in the relationship between OSC events organized by new e-commerce platforms and the perceptions of consumers. The second study utilized an eventrelated potentials (ERPs) experiment with 33 participants to explore the differences in consumer perceptions between OSC promotions and general promotions by new e-commerce platforms. This study measured the brain's response to promotional stimuli to gain insights into the cognitive processes involved. Results: The first study yielded results that suggest OSC activities can facilitate the establishment of cognitive legitimacy for new e-commerce platforms. This, in turn, was found to be associated with an increase in positive purchase intentions among consumers. In the second study, the ERPs data indicated that exposure to OSC promotional materials elicited larger P2 and N2 ERP components when participants were presented with the logo of a new e-commerce platform. This was in contrast to the response to general promotional materials, suggesting a heightened cognitive and perceptual engagement with OSC promotions. Discussion: The findings from both studies collectively imply that OSC promotions have a distinct impact on consumer perceptions and cognitive processes. The implicit memory triggered by these promotions appears to influence the identification of new platforms and the mechanisms of cognitive control during online shopping. This, in turn, may have implications for explicit consumer behavior, suggesting that OSC promotions could be a powerful tool for shaping consumer attitudes and behaviors in the e-commerce space. The results underscore the importance of understanding the nuances of consumer engagement with new e-commerce platforms and the role of promotional strategies in fostering a positive brand image and consumer loyalty. [ABSTRACT FROM AUTHOR]

This paper explored the training methods to improve the level of deaf college students' ToM. Eighty deaf college students were selected as participants and randomly divided into experimental group and control group. The ToM training group received ToM training; The non-ToM training group received physicalconversation training. Cognitive ToM task and affective ToM task were used to investigate the training effect. After training, the level of ToM of deaf college students who received ToM training was significantly improved. The results show that ToM training can effectively promote the level of deaf college students' ToM. [ABSTRACT FROM AUTHOR]

In this paper, we present some experimental findings whose best explanation, first of all, provides a positive answer to a philosophical question in ontology as to whether, in the overall domain of beings, there are fictional characters (ficta) over and above concrete individuals. Moreover, since such findings arise out of different comparisons between fictional characters and concrete individuals on the one hand and fictional characters again and non-items that do not belong at all to such an overall domain on the other hand, they also suggest that ficta are allowed as inhabiting a particular subrealm of that domain distinct from the one inhabited by concrete individuals, as previous findings in cognitive psychology had suggested. [ABSTRACT FROM AUTHOR]

Given a conditional sentence "ϕ ⇒ ψ" (if ϕ then ψ) and respective facts, four different types of inferences are observed in human reasoning: Affirming the antecedent (AA) (or modus ponens) reasons ψ from ϕ; affirming the consequent (AC) reasons ϕ from ψ; denying the antecedent (DA) reasons ¬ψ from ¬ϕ; and denying the consequent (DC) (or modus tollens) reasons ¬ϕ from ¬ψ. Among them, AA and DC are logically valid, while AC and DA are logically invalid and often called logical fallacies. Nevertheless, humans often perform AC or DA as pragmatic inference in daily life. In this paper, we realize AC, DA and DC inferences in answer set programming. Eight different types of completion are introduced, and their semantics are given by answer sets. We investigate formal properties and characterize human reasoning tasks in cognitive psychology. Those completions are also applied to commonsense reasoning in AI. [ABSTRACT FROM AUTHOR]

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Introduction: This paper explores the evolving landscape of narratives, distinguishing it from the traditional approaches of classical cognitive psychology and social psychology. While cognitive psychology strictly models interpretations based on causal relations, narrative psychology perceives memory, thought, and perception as story construction processes, asserting that individuals contextualize experiences within narrative structures. Aim: The primary objective is to identify the factors shaping narratives, specifically within the context of referentiality, temporal structurality, and their implications for subjective well-being interpreted through social representations. Methodology: The research framework adopts a sociology-influenced lens to interpret narratives, emphasizing the determinacy of social situations and specific time periods. The narrative schemata is dissected, viewing it as an organizational tool for past events. To bring depth to the exploration, various life stories such as „the never tired worker” and „the photojournalist” serve as illustrative examples. Discussion: Exploring the role of referentiality and time within narratives, the essentiality of temporal structurality is emphasized. By juxtaposing distinct life stories, the nuances in social representations and their confluence in shaping narratives is underscored - reflecting to sources of subjective well-being. Conclusion: Personal narratives offer a fresh perspective in the field of sociology, opening doors to understanding how individuals create meaning through stories influenced by their social surroundings and temporal contexts. This framework promises insightful avenues for analyzing subjective well-being through the unique lens of social representations. [ABSTRACT FROM AUTHOR]

This paper examines the dynamics of learning and how they relate to the optimal teaching strategies for learners. The authors aim to enhance learners' information processing abilities by highlighting the importance of considering different learning theories in the classroom. These considerations are based on the qualitative behaviour of learners' conscious awareness, cognitive and metacognitive engagement. A multi-stage cluster sampling procedure was employed to select a sample of 840 Grade 11 learners from 20 schools in the education district. A questionnaire was used to collect data, and statistical tests were conducted to validate and analyse the data. The study's results suggest that it is crucial for teachers to use a variety of learning theories and to consider variables that facilitate effective information processing by learners. Understanding diverse learning theories and their interplay positively influence the cognitive development of learners. The study's findings, which include SEM and HLM analyses and implications from teachers' application of juxtaposed theories, suggest that inefficiencies may exist in certain teaching approaches and in individual learners' information processing. Teachers who understand and apply the simultaneous impact of juxtaposed theories of learning can enable learners to assimilate or accommodate incoming information into their cognitive schema, leading to deeper and more meaningful understanding. [ABSTRACT FROM AUTHOR]

When one communicates that they are in pain, it is often assumed that the speaker is providing an assertion or report. Call this the cognitivist stance of pain utterances. Nevertheless, many sentential pain utterances seem to have both assertive and imperatival communicative content in virtue of expressing both the speaker's pain belief and the pain experience, respectively. I call this view hybrid expressivism about pain. In this paper, I take the imperativist idea of pain seriously and show that, via an expression relation, pain utterances inherit the imperative and motivational force of the pain. A hybrid expressivist stance better explains why pain utterances often have the perlocutionary effect of eliciting care from others, and it can provide a new understanding of what it means to silence one's pain. [ABSTRACT FROM AUTHOR]

Normative judgments are practical: they bear a close connection to motivation. Noncognitivists often claim that they have a distinctive explanatory advantage accounting for this connection. After all, if normative judgments just are noncognitive, desire-like states, then it is no mystery why they bear an intimate connection to motivation: desire-like states motivate. In this paper, however, I argue that noncognitivism does not have this explanatory advantage after all. The problem is that noncognitivists cannot provide a characterization of the practicality of normative judgment that allows them to retain this advantage. Noncognitivists either posit a strong and controversial connection between normative judgment and motivation that cognitivists have no trouble rejecting, or they posit a weaker connection that cognitivists can explain just as well. Either way, noncognitivists cannot argue from the practicality of normative judgments to their claim that normative judgments are noncognitive, desire-like states. The practicality of normative judgments does not support noncognitivism. [ABSTRACT FROM AUTHOR]

In classical Social Network Analysis (SNA), what counted as a "social tie" was fixed by available data collection methods. The emergence of large-scale unobtrusive data collection techniques has sparked renewed interest in the very idea of what counts as a "social tie." Importantly, there has been an acknowledgment that the core issues raised by these developments are primarily conceptual. As a result, there is renewed interest in developing a scientifically grounded characterization of what is arguably the most central concept in social network analysis. This paper contributes to this conceptual effort. I rely on a technique of conceptual representation borrowed from cognitive psychology and cognitive linguistics in which frames for concepts are represented as directed graphs linking attributes to values. I show how the frame representation helps clarify the sort of claims that network theories make (e.g., imposing restrictions on attributes and values), how it helps specify both intra and inter-conceptual relations, how it illuminates seldom noted inter-theoretical commonalities and contrasts, and how it helps avoid common conceptual pitfalls. • I provide a frame representation of the concept of social tie. • The frame shows the core attributes of the tie concept. • The frame shows relations between attributes. • I show how social network theories relate to the frame representation. • I show how frames help clarify key issues, identify theoretical commonalities and differences, and avoid problems. [ABSTRACT FROM AUTHOR]

The evidence-based decision-making movement often assumes that once evidence is available (e.g., via the What Works Clearinghouse), decision-makers will integrate it into their practice. Research-practice partnership studies have shown this is not always true. In this paper, we argue that instead of assuming research will be useful and used, we should directly study strategies for disseminating evidence and mobilizing knowledge. We present a framework for organizing knowledge mobilization research into three facets: (1) examining norms embedded in evidence we communicate, (2) descriptively understanding how decision-makers reason about this evidence as well as their varied decision-making needs, and (3) prescriptively developing and evaluating communication strategies that facilitate better use of evidence by decision-makers. We delineate this three-faceted framework—normative, descriptive, prescriptive—and demonstrate how it considers the perspectives and priorities of both researchers and decision-makers. Focusing on a case study—of how statistical evidence is conveyed by clearinghouses—we point to existing evidence in education and other fields such as data visualization and cognitive psychology that should inform our communication practices and identify areas where further knowledge mobilization research is needed. [ABSTRACT FROM AUTHOR]

Experimental philosophy of religion is the project of taking the tools and resources of the human sciences—especially psychology and cognitive science—and bringing them to bear on issues within philosophy of religion toward explicit philosophical ends. This paper introduces readers to experimental philosophy of religion. §2 explores the contours of experimental philosophy of religion by contrasting it with a few related fields: the psychology of religion and cognitive science of religion, on the one hand, and natural theology, on the other. §3 offers a brief history of experimental philosophy of religion. The goal in this section is to highlight the ancient pedigree of this emerging area of research; as the contemporary experimental philosophy of religion literature expands and proliferates, it's important to remember that this field has deep historical roots. Then, §4 focuses on the following questions: Why should we care about experimental philosophy of religion? And why is it needed? [ABSTRACT FROM AUTHOR]

The research presented in this article was aimed to explore knowledge domain related to the application of Bayesian method in psychological research. The analysis was based on metadata from 7.054 Bayesian-related psychological articles published from 1962 till 2023 and indexed in Scopus. Trends in publishing Bayesian-related articles were analyzed for different psychology subfields and estimated by the number of published Bayesian articles and their proportions within the total number of articles for each subfield in each particular year. Main research topics were analyzed using the visualization of keywords co-occurrence, and journal co-citation network. Results revealed general increasing trend in publishing Bayesian-related articles in psychology, but also illustrated differences among the subfields both in the pace of growth and relative diversity of research themes. Cognitive and experimental psychology and neurosciences stand out with a high proportion and steep increase of articles related to Bayesian method. Accordingly, most of the psychological research outside of cognitive psychology that use Bayesian method are also very saturated by topics related to cognitive processes. Statistical and methodological issues are well represented, mainly in the form of discussing Bayesian statistics in psychology as an alternative to classical statistics, but also as a method to promote open science principles, having the potential to overcome replication crisis and improve transparency of psychological research. The content of the more recent papers indicate that Bayesian networks have emerged as a useful method to explore psychopathological phenomena, while Bayesian modelling is becoming popular in developmental and educational psychology. [ABSTRACT FROM AUTHOR]

The paper considers three possible definitions of what it is for an action to be 'morally' good: (1) that it is overall important to do; (2) that it is overall important to do in virtue of a universalisable principle; and (3) that it is overall important to do in virtue of a universalisable principle, belonging to a system of such principles, which includes almost all of certain moral fixed points. I defend (3) and show how we can reach such a system, starting from the basic beliefs with which we find ourselves, through the process of reflective equilibrium. Moral realism is then the doctrine that there is such a system of true moral beliefs. My optimistic view is that all human communities could eventually reach the same such system. But, if they cannot, then there will be two (or more) different such systems, and so two (or more) different senses of 'moral realism'. [ABSTRACT FROM AUTHOR]

To explain why, in scientific problem solving, a diagram can be "worth ten thousand words," Jill Larkin and Herbert Simon (1987) relied on a computer model: two representations can be "informationally" equivalent but differ "computationally," just as the same data can be encoded in a computer in multiple ways, more or less suited to different kinds of processing. The roots of this proposal lay in cognitive psychology, more precisely in the "imagery debate" of the 1970s on whether there are image-like mental representations. Simon (1972, 1978) hoped to solve this debate by thoroughly reducing the differences between forms of mental representations (e.g., between images and sentences) to differences in computational efficiency; to carry out this reduction, he borrowed from computer science the concepts of data type and of data structure. I argue that, in the end, his account amounted to nothing more than characterizing representations by the fast operations on them. This analysis then allows me to assess what Simon's approach actually achieves when transported from psychology to the study of scientific representations, as in Larkin and Simon (1987): it allows comparing, not representations in and of themselves, but rather the computational roles they play in particular problem-solving processes—that is, representations together with a particular way of using them. [ABSTRACT FROM AUTHOR]

The current paper aimed to analyze quantitatively the trends of four major schools of thought in scientific Psychology (neuroscience, cognitivism, behaviorism, psychoanalysis) and their intersections, covering the period from 1979 to 2020. We utilized a rigorous methodology across three distinct sources: Mainstream Psychology (MP), Highly Influential Journal (HIJ), and non-English papers (NEP). Our findings align with previous research in two aspects: psychoanalysis and behaviorism have significantly declined, cognitivism remains a prominent trend. However, we deviate from prior studies by recognizing that neuroscience may be considered the most influential trend and that trends exhibit less linearity than previously assumed. We also acknowledge the significance of NEP, which manifest an independent pattern as compared to the other sources and that may reveal what happens in the "periphery" of Psychology. It is noteworthy that NEP demonstrated a still lively contribution from psychoanalysis. Our study also highlights the insularity and lack of cross-fertilization among psychological subdisciplines, despite the widespread claims to the contrary. It eventually supports the inference that scientific Psychology is a non-paradigmatic or pre-paradigmatic discipline, pointing out the dominance of applied psychology and confuting the notion of overarching "grand theories". • Methodological Advancement : The paper introduces an improved methodology for analyzing trends in four major schools of thought in psychology. • Dominance of Neuroscience : Our findings suggest that neuroscience can be considered the most influential trend in scientific psychology. • Decline in Psychoanalysis and Behaviorism : Psychoanalysis and behaviorism exhibit significant declines in prominence. • Prominence of Cognitivism : Cognitivism continues to maintain a prominent position in psychology. • Stability and Dispersion : Trends in psychology exhibit more stability and dispersion than previously assumed. [ABSTRACT FROM AUTHOR]

Psychological researchers often identify with psychological disciplines, such as social or clinical psychology. The current study analyzed Google Scholar profiles from 6,532 international scientists who attracted more than 100 citations in 2019 and self-identified with at least one of 10 common psychological disciplines (psychoanalysis; clinical psychology; (cognitive) neuroscience; developmental psychology; educational psychology; experimental psychology; biological psychology/psychophysiology; mathematical psychology/psychometrics; social psychology; personality psychology). Results indicated that almost half of all psychologists self-identified with either social psychology or cognitive neuroscience. There were 487 topics that were endorsed at least five times, ranging from highly discipline-specific topics to more integrative ones, such as emotion and personality. We also factor-analyzed frequencies of topical endorsement across disciplines and found two factors, which we interpreted as reflecting correlational and experimental research traditions (with social psychology being the largest discipline within the former tradition and cognitive neuroscience being the largest discipline within the latter tradition). Differences in productivity and impact were also found, with researchers identifying with psychometrics being the most productive and researchers identifying with personality psychology, cognitive neuroscience, and multidisciplinary psychology as the most impactful in terms of citation increases per additional output. Recommendations for promoting cross-fertilization across psychological disciplines are formulated. [ABSTRACT FROM AUTHOR]

Among the infinitude of nature's various forms, precisely what should we aesthetically appreciate? And supposing we come to achieve such discernment, how should we properly appreciate the aesthetic qualities we thereby find? To address these questions, Carlson has argued that the aesthetic appreciation of nature ought to be guided by scientific insight. In response, non-cognitivists have levelled criticism and suggested alternatives, yet Carlson's (2009) scientific cognitivism remains the best-argued approach to nature appreciation in the field. One non-cognitivist position that Carlson rejects—although much too quickly—is Berleant's (1985) engagement model. The purpose of this paper is to modify and revive that model. Specifically, I will argue that genuine engagement requires a particular form of disinterest. The result is a non-cognitivist approach to the aesthetic appreciation of nature, stronger than the extant alternatives. [ABSTRACT FROM AUTHOR]

• This paper investigates household evacuation route choice; • The proposed multi-methodological approach integrates an empirical study with analytical modeling, and experiments; • A household-based group utility evolution model is developed to characterize the dynamics of household evacuation route choice; • The proposed approach is distinctive in theorizing and incorporating syncretic risk perception into household decision-making; • The analytical and test results demonstrate that the proposed methodology aligns closely with household choice behavior. This paper presents a multi-methodological approach to analyzing household evacuation route choice behaviors and the related decision-making for mass evacuation planning in disaster management. Specifically, the proposed multi-methodological approach integrates a syncretic risk perception conceptual model with a household-based group utility evolution model. The dynamics of household evacuation route choice are explored in two stages, namely the individual utility initiation and accommodation. The unique feature of the proposed approach is that it links individual risk perception, survival psychology, and group behavioral dynamics together to characterize household decision-making about choosing the evacuation routes. An empirical study coupled with experiments is conducted to help validate the proposed household evacuation route choice behavior model. Through various designed disaster scenarios, the applicability and strengths of the proposed model for mass evacuation planning and management are demonstrated. Particularly, the mean relative prediction errors of the proposed model with respect to household-based evacuation route switching probability and path flow splits are 3.79% and 6.88%, respectively, all within an acceptable range of ±10 %. This demonstrates that the proposed model and analytical results align closely with household choice behavior. [ABSTRACT FROM AUTHOR]

Research has examined the relationship between play and learning across all ages, beginning with early childhood and through old age. This research spans major views of learning, including behaviorist/empiricist, cognitivist/rationalist, and situative/pragmatist-sociohistoric perspectives. This paper presents an argument for why, given the diversity and depth of play and learning research, a field of play and learning across the lifespan should be organized. It presents this work in terms of current criticisms of lifelong learning, especially its tendency to narrowly focus on learning that supports economic preparedness and argues that better organizing play and learning research into a field would help to advance its societal impact. • Lifelong learning (LLL) is an important area for research and policy in education, but tends to be overly narrow in its views of learning. • Play and learning research provides theoretically diverse empirical work that can help to expand and support LLL. • Play and learning across the lifespan may be studied together as field that further investigates the relationship between the two. [ABSTRACT FROM AUTHOR]

Decision field theory (DFT) is a model originally developed in cognitive psychology to explain behavioural phenomena such as context effects and decision-making under time pressure. Given this focus, the model has primarily been used to explain choices observed under controlled laboratory settings, with little attention paid to generalisability. Recent work has improved the mathematical foundations of DFT, making it a tractable model that is easier to apply to a wider variety of choice contexts. In particular, the inclusion of attribute importance parameters has led to successful applications to multi-alternative multi-attribute choice settings, notably with stated preference data in transport. However, thus far, implementations to real-life behaviour (i.e., revealed preference, RP, data) have been limited. The aim of this paper is to extend DFT for larger and more real-world applications, where data may be more 'noisy' and prone to larger variances of the error term. A theoretical extension for the model is presented, relaxing the assumption of independent normal error terms to capture heteroskedasticity. We apply the new model specification to two large-scale revealed preference datasets, also incorporating a range of sociodemographic variables. The new 'heteroskedastic' DFT model substantially outperforms the original version of DFT, as well as choice models based on econometric theory, in both estimation and validation subsets. [ABSTRACT FROM AUTHOR]

Background: Completing positive psychology-related activities can increase subjective and objective well-being. Objective: The present study investigated whether completing a condensed positive psychology course increases students' subjective well-being and academic achievement relative to those who completed other condensed psychology courses. Method: One hundred and eighty-one students completed a condensed 4-week to 5-week asynchronous, fully online, positive psychology, cognitive psychology, or statistics course. All students completed three questionnaires assessing their subjective well-being (life satisfaction, happiness, and stress level) at two time points: precompletion and postcompletion of the course. Participants were also asked to indicate how often they shared the information they learned in the course with their close others, and their course grade was analyzed. Results: Students who completed the positive psychology course reported higher levels of life satisfaction, lower levels of stress, and had a higher course grade compared to students completing the other psychology courses. Students who completed positive psychology indicated that they were more likely to share what they had been learning with their close others than those who completed the other courses. Among the positive psychology activities, participants indicated that they were most likely to continue performing random acts of kindness. Conclusion: Completing a positive psychology course benefits both the individual and the community at large. Teaching implications: The results support the use of a positive psychology course to improve students' well-being and academic achievement. [ABSTRACT FROM AUTHOR]

Objective: The objective of the study was to explore the extent to which faculty members in undergraduate medical education apply cognitive psychology principles in their teaching practices, and to evaluate the perceived effectiveness of these principles in enhancing student learning. Methods: This mixed method study was conducted on faculty members of public and private sector universities. Focused group discussions were conducted, and the responses of the participants were measured on a 5-point- Likert Scale. The instrument was tested for validity and reliability by measuring Cronbach's alpha and performing exploratory factor analysis. Mann–Whitney U test was applied on the attributes scores to compare 13 attributes by institutions, designations and domains. Results: One theme, 7 sub-themes and 19 categories were identified from the focused group discussion. as Kaiser- Meyer-Olkin index was 0.88 and Bartlett's test of sphericity was significant. Reliability was established at 0.95. The faculty self-perceived practicing psychology principles mostly scored in the middle level, where they think they apply less strategies. While highly significant results were noted for using Meyer's multimedia principles. Conclusion: Faculty members followed the principles of cognitive psychology to some extent. However, they all felt that using these principles can transform the teaching and learning of medical education. [ABSTRACT FROM AUTHOR]

Introduction: In recent decades, interpersonal coordination and synchrony have been extensively examined in the field of psychology and cognitive science. Studies suggest that perceptual information enables interpersonal coordination and that perceptual noise may even enhance coordination. However, how these perceptual factors influence interpersonal coordination dynamics between head and body movements remains unclear. This study investigated the effect of visual information on the interpersonal coordination of head and body movements during dyadic conversations. Methods: The availability of visual information was manipulated by positioning a partition halfway between a pair of participants, and the conversations were recorded using a video camera. A video-based human pose estimation software (OpenPose) was used to quantify each interlocutor's head and body movements, which were submitted for cross-recurrence quantification analysis (CRQA), to assess the degree of coordination between the interlocutors. Results: The results showed different effects between head- and bodymovement coordination (i.e., a CRQA measure, maximum line length). The occlusion of visual information increased head-movement coordination, whereas it decreased body-movement coordination. Discussion: The results suggest that a distinct mechanism may be present at the head- and body-movement coordination level and this study observed differing appearances of compensatory behaviors. Further studies should be conducted to investigate the complex relationships between interpersonal coordination dynamics and various kinds of communication constraints, such as long-term or short-term, and lower-order (perceptual-motor) or higher-order (cognitivesocial) level constraints. [ABSTRACT FROM AUTHOR]

A scientific method for evaluating the design of interfaces is proposed to address the unique characteristics and user needs of infrequent-contact public service interfaces. This method is significant for enhancing service efficiency and promoting the sustainable development of public services. Current interface evaluation methods are limited in scope and often fail to meet actual user needs. To address this, this study focuses on virtual museums, examining users' aesthetic psychology and cognitive behavior in terms of layout aesthetics and visual cognitive characteristics, aiming to explore the relationship between the two. Interface layout aesthetic values and user visual cognitive measurements were obtained by using computational aesthetics methods and eye-tracking experiments. These served as input data for a new model. An improved gray H-convex correlation model utilizing the ICRITIC method is proposed to examine the mapping relationship between interface layout aesthetics and visual cognitive features. The results demonstrate that our new model achieves over 90% accuracy, outperforming existing models. For virtual museum interfaces, symmetry and dominance significantly influence user visual cognition, with the most notable correlations found between density and gaze shift frequency, simplicity and mean pupil diameter, and order and gaze shift frequency. Additionally, fixation duration, fixation count, and mean pupil diameter were inversely correlated with interface layout aesthetics, whereas gaze shift frequency and gaze time percentage were positively correlated. [ABSTRACT FROM AUTHOR]

English as a Foreign Language (EFL) textbook image resources provide important materials and ways of learning for EFL students. Previous studies on the meaning and function of images in Chinese EFL textbooks tend to take pedagogy and cognitive psychology as main perspectives. Based on visual grammar, this article analyzes the image resources in Chinese junior high school EFL textbooks from a multimodal perspective, attempting to explore how the images realize three meta-meanings. It is found that cartoon, photo, table, and diagram are four main types of images in Yilin EFL textbooks. Quantitative analysis and qualitative analysis show that the images in the textbooks realized the representational meaning, interactive meaning and compositional meaning, but there are still some problems in image design, such as insufficient image types, lack of images promoting knowledge comprehension, and inadequate realization of compositional meaning of images. The research results offer some implications for Chinese EFL textbook editors to design textbooks, and also provide some suggestions for Chinese EFL teachers' teaching practice and students' learning. [ABSTRACT FROM AUTHOR]

Background: The issue of gender-based violence has been a public health problem for years. Considering its systemic nature, the possible consequences at the individual level on the psychological and cognitive wellbeing of victims have been examined. The present research aims to explore the differences in the various types and forms of violence. Methods: A non-probability and convenience sample was used; a total of 83 participants joined the research. Inclusion criteria wereminimumage of 18 years, female gender, and knowledge of the Italian language. Two non-parametric One-Way ANOVAs (Kruskal-Wallis) were performed according to the type of violence experienced and the type of self-reported abuse (i.e., no victimization, single victimization, complex victimization). Results and discussion: Results showed that victims of violence scored higher overall than non-victims on all subscales of the Depression, Anxiety, Stress Scale. Analyses among the three groups-no violence, single violence, and complex violence-showed no differences in any of the dimensions between those who experienced single and complex violence, while differences emerged between the "no victimization" group and the other groups. The results were discussed in relation to the existing literature on the topic, highlighting the limitations and future applications of the collected data. [ABSTRACT FROM AUTHOR]

Core constructs such as working memory, task switching, and processing speed in cognitive psychology research have prominent predictive roles in K12 students' academic performance. Specifically, considerable empirical work shows that variability in such capabilities is linked to differences in numerous academic outcomes. Moreover, there is an increasing awareness and acceptance of the malleability of cognitive abilities. Thus, an emerging strand of research focuses on the use of computerized cognitive training to improve cognitive skills. This project addresses this issue with high-risk students attending community day schools. An in-school cognitive training program implemented (for 30 min per day) at each school site resulted in improvements for working memory, task switching, and processing speed after six total hours of participation. The current results provide evidence for the changeability of what were once thought to be static skills. Equally important, this study highlights the effectiveness of computerized cognitive training and critically extends intervention-based work to a student group that has received little attention. Implications of this work for cognitive research and educational support programs are discussed. [ABSTRACT FROM AUTHOR]

In cognitive neuroscience and psychology, reaction times are an important behavioral measure. However, in instrumental learning and goal-directed decision making experiments, findings often rely only on choice probabilities from a value-based model, instead of reaction times. Recent advancements have shown that it is possible to connect value-based decision models with reaction time models. However, typically these models do not provide an integrated account of both value-based choices and reaction times, but simply link two types of models. Here, we propose a novel integrative joint model of both choices and reaction times by combining a computational account of Bayesian sequential decision making with a sampling procedure. This allows us to describe how internal uncertainty in the planning process shapes reaction time distributions. Specifically, we use a recent context-specific Bayesian forward planning model which we extend by a Markov chain Monte Carlo (MCMC) sampler to obtain both choices and reaction times. As we will show this makes the sampler an integral part of the decision making process and enables us to reproduce, using simulations, well-known experimental findings in value based-decision making as well as classical inhibition and switching tasks. Specifically, we use the proposed model to explain both choice behavior and reaction times in instrumental learning and automatized behavior, in the Eriksen flanker task and in task switching. These findings show that the proposed joint behavioral model may describe common underlying processes in these different decision making paradigms. Author summary: Many influential results in psychology and cognitive neuroscience rest on reaction time effects in behavioral experiments, for example in studies about human decision making. For the particular case of decisions based on the value of options, however, findings often rely on analyses of choices using specific computational models. Until recently, these models did not allow for analysis of reaction times. In this article we introduce a new model of how to explain both choices and reaction times in decision making experiments that involve evaluating expected outcomes over multiple steps. Importantly, the model explains how the brain can make good decisions quickly, even in the face of many potential choices and in complex environments. [ABSTRACT FROM AUTHOR]

Background: Cognitive psychology is challenging for both teachers and learners due to the abstract and complex nature of mental processes and variation in student motivation. Objective: To test the effectiveness of an approach that seeks to motivate students to engage and successfully complete a cognitive psychology course by highlighting transferrable skills. Method: A cognitive psychology course was redesigned to emphasize the transferability of skills. It involved providing students with scaffolded assessments, just-in-time learning, and drawing explicit connections between knowledge, skill development, and real-world applications. Results: Comparison of student performance before and after course modifications showed a significant increase in learning outcomes, especially for students at the lower end of the performance spectrum. Conclusion: A program of scaffolded assessment with just-in-time skills reinforcement and explicit discussion of the broader application of those skills is an effective approach to teaching cognitive psychology. Teaching implications: This program produced a reliable improvement in learning outcomes in a course with a high level of theoretical and abstract content. The improvement was most noticeable in lower achieving students; however, all students benefit from a better developed transferable skill base and an awareness that can be used to articulate skills to potential employers. [ABSTRACT FROM AUTHOR]

Summary: Coming up with creative ideas is not easy. In this conceptual article, we integrate organizational behavior, cognitive psychology, and neuroscience literatures to propose that different forms of attention may be a key to maximizing creative usefulness and novelty. Specifically, we develop a neurocognitive framework of attentional control to propose differential pathways from creative goal‐directed attention (a narrow and selective focus) to deliberate information processing, and from undirected attention (a wide and unconstrained focus) to spontaneous information processing. These propositions have implications for creative usefulness and novelty, respectively—namely, that creative goal‐directed attention should facilitate the usefulness of creative outputs to a greater extent than their novelty, whereas undirected attention should promote the novelty of creative outputs to a greater extent than their usefulness. Our framework further suggests that time spent experiencing creative goal‐directed attention followed by undirected attention is the optimal sequence for maximizing both the usefulness and novelty of creative outputs. In combination, our framework advances theoretical understanding of attentional pathways to creative outcomes and offers practical implications for maximizing creative potential at work. [ABSTRACT FROM AUTHOR]

The study pioneers a nuanced approach to enhancing mobile banking experiences by integrating cognitive evaluation theory with gamification strategies. The investigation delves into how personalized gamification, grounded in key psychological drivers--autonomy, competence, and relatedness--affects user engagement and satisfaction. A survey of 451 mobile banking users reveals significant improvements in user interaction (increased by 35%) and loyalty (increased by 28%) when gamification elements are tailored to individual psychological needs. The findings provide a strategic framework for financial institutions and app developers, demonstrating the effectiveness of psychological principles in user interface and user experience design to innovate and enhance digital banking services. This innovative approach elevates the user experience and solidifies the relationship between users and their banking applications, marking a strategic advancement in integrating cognitive psychology with digital banking innovations. The convergence of digital banking advancements with cognitive psychology concepts has resulted in a paradigm shift towards developing more personalized, engaging, and intuitive financial systems. Digital banking is undergoing a revolution that increases user pleasure and fosters financial literacy and well-being by carefully integrating components that address the basic psychological demands of autonomy, competence, and relatedness. [ABSTRACT FROM AUTHOR]

The article argues that understanding when and how emotions matter in times of crisis requires simultaneous contextualisation through setting out three different approaches to the political psychology of emotions in EU foreign policy in times of ontological (in)security and crisis. Firstly, through a longitudinal survey of emotional anxieties and fears in the EU from the 1990s to the 2020s drawing on the introduction of ontological security studies by Kinnvall, Manners, and Mitzen. Secondly the article analyses the SI contributions empirically in terms of the way in which the EU's discrete crises are part of a wider planetary organic crisis. Thirdly, using the contributions as examples of theoretical contributions to the field of political psychology of EU, ranging from individual cognitive psychology to social psychology, social construction, psychoanalysis, and critical political psychology. [ABSTRACT FROM AUTHOR]

Decision-making processes in the military domain constitute a strategic field of research in cognitive psychology, although there are currently few scientific publications addressing the topic. Professionals in the field and interested parties need access to data on military decision-making processes to understand where and how the scientific community is directing its investigations on the issue. Military decision-making is a strategic field of study because the military is crucial to the security and defense of a country or community. This work aims to be a point of reference for those involved in various capacities in military decision-making, providing key data regarding research trends over the years, the geographical distribution of scientific productivity, methodologies employed, annual statistics, and the prevalence of the most-investigated terms and topics. Therefore, this study serves as a bibliometric analysis of the literature on military decision-making publihed from 1992 to 2023 on the Scopus and Web of Science databases. [ABSTRACT FROM AUTHOR]