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Virtual and augmented reality are revolutionizing global education, offering immersive experiences that transcend physical and geographic limitations. The objective of this study is to analyze the impact AR of and VR on the teaching-learning process in different educational contexts. The methodology used is a qualitative theoretical review, with a systematic review of the literature in academic databases and specialized journals. The results show that AR and VR, based on constructivist theories and supported by research in cognitive psychology, improve motivation, commitment, and knowledge retention, allowing the personalization of learning and encouraging active interaction. They also highlight the differences between the two, with virtual reality providing immersive educational environments and augmented reality overlaying digital information in the real environment. However, ethical challenges and addiction risks are identified that must be proactively addressed. The conclusions highlight the need for adequate teacher training to integrate these technologies effectively, designing learning experiences that maximize their benefits. Continued technological evolution, including artificial intelligence, promises to further improve the personalization and effectiveness of these educational tools. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Psicología (1669-2438) is the property of Pontificia Universidad Catolica Argentina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nowadays some debates exist within psychological and neuropsychological assessment fields respecting differences between traditional testing (with pencil and paper) and the same tasks implemented via computer or Tablet programs. In this context, the Mode Effect is defined as the effect by which the same tasks, tested with different devices, may show different results. In addition, the Mode Effect might be associated with higher cognitive load, higher attentional requirements, fatigue and stress among others. The Corsi block-tapping test is widely used in psychology and cognitive sciences to assess visuospatial working memory. Originally, the stimuli sequence was manually set by a researcher which could entail a constraint to run the test accurately. Today, there are many digital versions available for computers or tablets and, although this meant a significant cut on manual steps, there are discussions on the impact these digital versions could have on working memory as opposed to traditional ones. This work focuses on the development of the CorsiBot: a new physical and automated version that enables researchers to assess performance and resolution strategies for the Corsi block-tapping test while combining the benefits of both tangible and digital versions. In addition, this work aimed to compare the performance of a sample of adults between a digital version of Corsi and our CorsiBot. Thirty adults where assessed with both devices with different protocols. After each assessment, participants completed the NASA-TLX questionnaire in order to explore the cognitive load required by each device. Results showed similarities and differences between each device. Specifically, participants showed a similar proportion of correct trials, while showing different types of errors for each version of Corsi. Such differences were related to path errors, where response sequence contains the correct blocks but pressed in an incorrect order. Analyses showed that SoftCorsi was more sensitive to those kind of errors. With respect to cognitive load, participants reported that CorsiBot elicited larger mental exigency than SoftCorsi. The present work aims make a relevant contribution to research and clinical teams interested in the assessment of spatial working memory. This work contributes theoretically with evidence on the behavior of memory under different processing contexts. In addition, it has practical implications related to diagnostic issues on the identification of individual differences under distinct assessment modes. Finally, the device showed effectiveness in the assessment and record of responses that permitted exporting, analyzing and visualizing the results. Schemes and source codes of the devices are openly available for free use for any interested research group or institution. [ABSTRACT FROM AUTHOR]

Copyright of Revista Inciso is the property of Universidad La Gran Colombia, Seccional Armenia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since the consolidation of the cognitive psychology and its diffusion around the world, the cognitions have taken a place of great relevance in order to explain a large variety of psychological events and phenomena. Nowadays the cognitive psychology is the dominant paradigm in the wide world of psychology, including obviously the Ibero-american countries. One construct that had been used in the field of clinical and forensic psychology is related to cognitive distortions, which have predictive power over the violent and aggressive behavior in children, adolescents, and adult people (Peña & Andreu, 2012). The cognitive distortions can be defined as a kind of negative and irrational cognitions (Ellis, 1999) that are used to explain or justify the aggressive behavior, and they are also linked to delinquent behavior (Roncero et al., 2016). Cognitive distortions can be classified in two types: self-serving and self-debasing cognitive distortions. In the first case, there are four types of self-serving cognitive distortions: Self-centered, Blaming others, Minimizing/Mislabeling, and Assuming the worst. In the second case, there are also four self-debasing cognitive distortions: Catastrophizing, Over-generalizing, Personalizing, and Selective abstraction. Both types have great influence in people's beliefs, emotions, attitudes, and behaviors (Barriga et al., 2008). Several instruments have been applied to measure cognitive distortions. Some of them are orientated to measure the self-serving cognitive distortions and some others are orientated to measure the self-debasing type, such as The Cognitive Errors Questionnaire or The Automatic Thoughts Questionnaire. One of the most used tests to assess the self-serving cognitive distortions is the How I Think Questionnaire, that has been validated in Spanish-speaking population such as Spain, with adequate goodness of fit indexes and reliability; but there is not a validated version in Peru (Rojas et al., 2019). The present research pretends to analyze the psychometrical properties of the How I Think Questionnaire, a mental test that measures the cognitive distortions. Following that aim, this instrument was applied in a sample of adolescents from Arequipa (Peru), comprised of 2 803 middle and upper High School students (48.9 % female and 51.1 % male) between 13 and 19 years old. The version used of the How I Think Questionnaire was the one developed and validated by Barriga and Gibbs (1996), which has 54 items with five levels of Likert's scale response. The psychometrical process implies the analysis of validity by confirmatory factor analysis, reliability by the internal consistency method, and factorial invariance according to the sex of the adolescents that participated in the sample. The psychometrical results indicate that the How I Think Questionnaire possesses construct validity with three factors: Blaming others/Assuming the worst (which contains two factors from the original version), Minimizing and Self-Centered. It also has adequate reliability indexes, estimated by McDonald's Omega Test, and there are no trends to male or female scores according to the factorial invariance applied, taking sex as a comparison criterion. It is concluded that the How I Think Questionnaire is a valid and reliable instrument to assess Peruvian adolescents who live in Arequipa, although it presents some variations compared to its original structure. And the How I Think Questionnaire can be applied in male and female adolescents from Arequipa without the risk of biased scores. However, it is recommendable to perform new psychometric studies that include adolescent's samples from all of Peru to obtain a standardized version for the Peruvian population that could be used in several fields of psychological work. The version presented in this research is a useful instrument to assess cognitive distortions in educational, social, and forensic psychology, by mental health specialists in Arequipa Metropolitan City. [ABSTRACT FROM AUTHOR]

This article contains a criminological proposal that, on an interdisciplinary basis, aims for the comprehension of criminal behavior by taking literature and psychology as starting points. For this purpose, the article turns to the novel Crime and punishment by Fiódor Dostoievski since it allows to exemplify the psychological intentions that underlie the execution of a felony. In order to accomplish such interdisciplinary relationships, various theoretical stances are taken, which begin with Poetics by Aristotle and go through psychological theories such as the ones formulated by psychoanalysis, the cognitive behavioral approach, and cognitive social psychology. Based on these contributions, the purpose is to construct a new criminological trend that, from a new perspective, turns into a starting point for the understanding of criminal behavior. [ABSTRACT FROM AUTHOR]

This paper focuses on Cognitive Translation and Interpreting Studies (CTIS) in order to explain, with the help of Cognitive Linguistics and Psychology, two central aspects of the work of every translator and interpreter, that is to say, that their choices are conditioned both by the linguistic patterns of their mother tongue and by their personality, emotions and beliefs; and that these choices can alter the impact of the translated product on the target audience. This work summarizes the results of cognitive empirical studies that explore the role of certain linguistic and psychological constructs in the translation and interpreting process. First, the results on three theoretical constructs of cognitive linguistics are reviewed: the notion of «frame», Slobin’s «thinking-to-translating» hypothesis and the notion of «construction». Next, work is introduced on the impact of three individual psychological factors on the work of translators and interpreters–i.e., ideology, personality and emotions– and on the factors modulating this impact. [ABSTRACT FROM AUTHOR]

Copyright of Hermenéutica is the property of Hermeneutic - Revista Digital de Arte, Critica y Filosofia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Escritura e Imagen is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The pretend play, one that involves the creation of an imaginary situation, has been a privileged object of study in developmental psychology framed in the linguistic turn. Its important role in the development of complex psychological functions, such as language, theory of mind or narrative capacity, has been pointed out. In recent years, there has been a change in focus in the human sciences that has been dubbed the corporal turn: a re-focus on the analysis and conceptualization of bodily aspects that are at the base of various cognitive capacities. Thanks to the use of analysis tools typical of the temporal arts -such as music and dance- to the field of cognitive psychology, a new form of play has been documented in early childhood: the forms of vitality play. It recovers the idea of forms of vitality from Stern (2010), which refers to affects that cannot be reflected in the lexicon of Darwinian emotions. The forms of vitality are a Gestalt, an emergent property where movement, time, force, space and directionality/intentionality are integrated; they are a fundamental property of multimodal exchanges in the adult-baby dyad as well as of the experience, as spectator or performer, of non-figurative temporal arts such as dance and music. The forms of vitality play arise as a reconceptualization of the notion of musical play and is considered a reissue of early social play with a symmetrical participation of the child in the composition of play. It is defined as any pleasant or self-remunerative activity, in which motifs of movements and/or sounds are elaborated according to the repetition-variation form, at the expense of any figurative content. The forms of vitality play have been observed in the third year of the child's life and it has been pointed out that it can manifest in a simple way or in combination with the pretend play. Likewise, it was suggested that when the pretend play is presented in combination with the forms of vitality play, the latter could be scaffolding the pretend play, although how this happens has not been clearly specified. The objective of the present study is to carry out a microanalysis of the sounds and movements of a pretend play scene combined with forms of vitality play of a girl of 1 year and 11 months of age and an adult, in order to know how such scaffolding is produced. The sound envelope was analyzed in order to identify and describe the timing of the sounds. Regarding movement, specialized software was used to graph its trajectory and for the analysis of the expression of movements, the basic categories "Shape and Effort" of the Laban-Bartenieff system of movement analysis were used (Laban, 1971). The results indicate the presence of interactive synchrony based on an underlying pulse that sustains mutuality between the players and provides a temporal structure on which the synchrony of the self can be anchored. Furthermore, it allows the sharing of continuity and contrast in the quality of sounds and movements and thus provides the dyad with a primary level of understanding with non-mediated meanings; promotes the exploration of the play space and the expansion of the potential of the fictional scene; it favors the maintenance of joint attention and mutual understanding through ontogenetically pre-fiction semiotic mechanisms, which favor the interactive fluidity of play. [ABSTRACT FROM AUTHOR]

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The article "Cognitive Sciences and Purchase Decisions" explores the relationship between economic psychology and cognitive sciences, using consumer behavior as a reference point. It mentions the contributions of three Nobel laureates in Economics: Herbert A. Simon, Daniel Kahneman, and Richard A. Thaler. Concepts such as bounded rationality, heuristics and biases, and the concept of mental accounting in relation to purchase decisions are discussed. The article concludes by highlighting the close relationship between cognitive sciences and economic psychology and the valuable contributions that can arise in the future. [Extracted from the article]

Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Numerical ability is developed in the early years of age and is the basis for later learning mathematics, as well as academic and work success in adulthood. Initial mathematics education has traditionally focused on the teaching of general processes, seeking the development of logical-mathematical thinking and mathematical language. This article seeks to think about the importance of training specific numerical cognitive processes, based on the findings in cognitive psychology. Thus, in this work the latest empirical evidence is reviewed, based on recent studies with behavioral approaches in numerical cognition, focused on the development of early numerical skills. For this, the main milestones of numerical development in relation to the acquisition of later arithmetic are reviewed, taking into account the intrinsic and extrinsic influences on the individual during the first years of age. [ABSTRACT FROM AUTHOR]

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In this paper, I defend a moderately cognitive account of religious beliefs. Religious beliefs are interpreted as "worldview beliefs", which I explain as being indispensable to our everyday and scientific practice; my reading is nonetheless distinct from non-cognitivist readings of "worldview belief" which occasionally appear in the literature. [ABSTRACT FROM AUTHOR]

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On the occasion of the death of Annette Karmiloff-Smith, this article presents a review of the work and research career of this author, with special emphasis on her contributions to contemporary developmental psychology, neuropsychology and cognitive science. The central elements of her theoretical proposal and the main evidence that give empirical support to her perspective on typical and atypical cognitive development are presented. Additionally, the impact of her ideas on current discussions in psychology and cognitive science is traced, and some lines of work that the author herself proposed for future research are explained. In general, Karmiloff-Smith's work is relevant in current research in psychology due to the specific but common lines of research she addressed between psychology, neuroscience and genetics, posing a collaborative and methodological background between these areas that will continue to offer evidence on the factors that characterize the variability of human neurocognitive development. [ABSTRACT FROM AUTHOR]

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The purpose of this article is to analyze the notion of context in some of the most important theories of cognitive psychology. We shall argue that the notion of context can make reference to at least five different ideas: familiarity of the content, problem format, subject's perspective, different logical structure, and environment. We shall investigate what relationships between the notions of context might be, and we shall draw to an answer two questions that can be raised to our analysis, i.e., why there are different notions of context in cognitive psychology, and what the consequences would be to reasoning and rationality debates if we distinguish different notions of context. [ABSTRACT FROM AUTHOR]

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The frame problem (Mc Carthy & Hayes, 1969) arose within the field of Artificial Intelligence research, more precisely within the calculation of situations, as the problem about how to represent, in the most succinct way possible, the fact that in a particular situation most properties of objects remain the same or are not disturbed by the performance of a particular action. Despite its logical origin, it did not take long for this problem to be addressed by several philosophers becoming the subject of major discussions that still surround the frame problem. One of the key difficulties that this problem tries to solve is the so-called difficulty of the vastness of the information: it would seem impossible to analyze each of the pieces of information from a vast set of information and evaluate, in each case, if it is or not relevant to carry out the task in question. Of course, exploring a vast amount of information with very limited cognitive and temporal resources is one of the main computational limitations that the frame problem must overcome. Currently, the resolution of the frame problem has awakened a renewed interest in recent years, and its resolution has been taken up again. Proof of this is Fodor's (2000) treatment of the frame problem by criticizing some current strategies for its solution, such as the use of heuristics. The use of heuristics as strategies to explain cognitive processes is a subject of great relevance at present and especially of great interest in the area of psychology. Generally, the heuristics understood, prima facie, as practical rules that, with little information, offer reasonable solutions to problems or questions would solve the computational limitations of the frame problem by providing the computational processing sought. It must be considered that, as the difficulty of the vastness of information reflects, the determination of relevance is not computationally easy since it is necessary to evaluate large amounts of information and that is why the use of heuristics would appear as the main candidate to limit the computational load in the determination of relevance. The problem is that there are two research programs that work on heuristics: the Heuristics and Biases program and the Heuristics Fast and Frugal program. In literature of the area, the rivalry between these programs with respect to the methodology and way of working is often highlighted, but also in terms of the scope and limits of the rationality that each of these programs postulates. More particularly, both programs have faced a great debate about human rationality, postulating different conceptions of rationality. Taking into account that it has been proposed to interpret the frame problem as a problem of rationality, the general objective of this paper is to investigate how the frame problem relates to such a debate on rationality; more specifically, it will be questioned which of these conceptions of rationality would be better articulated with the fundamental phenomenon of the frame problem First, in this work we will analyze, the standard conception of rationality, considering some o the main criticisms that it has faced. These objections will allow us to introduce later the ecological conception of rationality postulated by the program of Fast and Frugal Heuristics. Finally, it will be evaluated which of these two concepts would be more linked to the fundamental phenomenon of the frame problem, in order to finally present the conclusions. We argue that the fundamental phenomenon of the frame problem is better articulated to an optimistic view of human rationality and it would be closer to the concept of ecological rationality proposed by the Heuristic Fast and Frugal program. [ABSTRACT FROM AUTHOR]

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The aim of this article is to present the author's experience regarding the contributions of neurosciences and cognitive psychology to research on the learning of written language from the perspective of the model of scientific paradigms, advanced by the philosopher Thomas Kuhn for the study of the history of science. The article describes the research and the progress made over the last 60 years in the field of cognitive psychology and educational neuroscience with respect to the learning of written language. The knowledge derived from educational neuroscience, based on neuroimaging, reveals a close connection between cognitive processes in the brain and the educational psychology of school learning. [ABSTRACT FROM AUTHOR]

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According to stylistics and literary criticism, One Hundred Years of Solitude by Gabriel Garcia Márquez is characterized by constant allusion to historical characters and a neutral tone in the narration of events. In this article, stylometric methods are used to support these statements and provide new insights into the novel. These methods include, among others, word and phrase count, the construction of consensus trees, the calculation of the polarity of the sentences, and indexes to quantify the complexity and the level of concreteness of the text. Results show the tendency of the author to frequently employ abstract words referring to objects with which one can interact physically, to produce the linguistic effect of magical realism. Given the importance of the findings, the article poses some ideas about the implications that the methodology may have for psycholinguistics and cognitive psychology. [ABSTRACT FROM AUTHOR]

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Since the 1950s, Cognitive Psychology has focused on understanding and explaining how humans reason. Along these years, it has managed to collect large amount of information on the mind, thanks to extensive and mainly empirical study, during which unfortunately, little attention has been paid to the model of the subject being tacitly developed. In this paper, we will revise the conception of the subject underlying this discipline. We consider that said conception causes serious problems in research processes, such as sample selection, and thus, affects the possibility of generalizing results to the population. From our perspective, cognitive psychology will be able to boost its development providing that said difficulties are resolved. [ABSTRACT FROM AUTHOR]