Objective: Mindfulness-based intervention has been proposed to alleviate loneliness and improve social connectedness. Several randomized controlled trials have been conducted to evaluate the effectiveness of MBI. This study aimed to critically evaluate and determine the effectiveness and safety of MBI in alleviating the feeling of loneliness.Methods: We searched Medline, Embase, PsycInfo, Cochrane CENTRAL, and AMED for publications from inception to May 2020. We included RCTs with human subjects who were enrolled in MBI with loneliness as an outcome. The quality of (...) evidence was assessed using Cochrane's Risk of Bias tool and Grading of Recommendations Assessment, Development, and Evaluation. A random-effects model was used for meta-analysis.Results: Out of 92 articles identified, eight studies involving 815 participants were included in this study. Most trials conducted a minimum of 8 weeks of MBI. Most of the trials used UCLA-Loneliness Scale. A pooled analysis combining three trials and compared with wait-list showed significant improvement in loneliness score reduction using the UCLA-R scale with MD of −6.33 [95% confidence interval : −9.39, −3.26]. Subgroup analysis with only two Cognitively-Based Compassion Training trials also showed similar MD of −6.05. The overall quality of evidence was low.Conclusions: Mindfulness intervention with an average length of 8-week duration significantly improved the population's loneliness level with no mental health issue. However, this evidence had a low GRADE level. (shrink)

... depends on understanding their origins and roles in the cogni- THE PSYCHOLOGY OF LEARNING Copyright © by Academic Press, Inc. AND MOTIVATION, VOL. ...

Understanding causal structure is a central task of human cognition. Causal learning underpins the development of our concepts and categories, our intuitive theories, and our capacities for planning, imagination and inference. During the last few years, there has been an interdisciplinary revolution in our understanding of learning and reasoning: Researchers in philosophy, psychology, and computation have discovered new mechanisms for learning the causal structure of the world. This new work provides a rigorous, formal basis for theory theories of concepts (...) and cognitive development, and moreover, the causal learning mechanisms it has uncovered go dramatically beyond the traditional mechanisms of both nativist theories, such as modularity theories, and empiricist ones, such as association or connectionism. (shrink)

Research in sport pedagogy and its applied recommendations are still characterized by a contrast between the different learning theories from psychology. Traditional theories and their corresponding approaches to the specific case of teaching and learning “how to play [team sports like soccer]” are subject to compatibilities and incompatibilities. We discuss how behaviorism as an approach to teaching the game shows more incompatibilities with the nature of tactical actions when compared to constructivism. As coaches strive to teach the game and (...) make their players and team perform, we argue that teaching the game requires teaching approaches that will help develop their way to play without taking away their autonomy and adaptiveness. The teaching-learning-training process for playing the game should then be conducted to harmonize the characteristics of the contents, the context, and the individual at hand. We provide two illustrated examples and portray how the recommended approaches fit key contents of the game that are observed in the tactical behavior. We finally argue that the coherent design of games provides minimal conditions to teaching approaches, and that such a design should be a priority when elaborating the learning activities along the player development process. As a conclusion, the interactionist theory is the one that best serves the teaching of the game and the development of tactical behavior. We therefore defend that its principles can help coaches tailor their own strategy to teach the game with the many tools. (shrink)

The research expects to explore the psychological mobilization of innovative teaching methods of Music Majors under the new curriculum reform. The relevant theories of college students’ innovative teaching methods are analyzed under deep learning together with the innovation and construction of music courses. Thereupon, college students’ psychological mobilization is studied. Firstly, the relationship between innovation and entrepreneurship teaching and deep learning is obtained through a literature review. Secondly, the music classroom model is designed based on the deep learning theory, and (...) the four dimensions of the music curriculum are defined to innovate and optimize the music teaching model. Finally, the Questionnaire Survey is used to analyze the design classroom model. Only 15% of the 180 respondents understand the concept of deep learning, 32% like interactive music learning, and 36% like competitive comparative music classroom learning. And the students who study instrumental music have higher significant differences in learning motivation than those who study vocal music. In addition to classroom learning, 16% of people improve their music skills through music equipment. College students like interactive music classes and competitive comparison classes that can give more play to their subjective initiative. After the new curriculum reform, the music curriculum based on deep learning can stimulate students’ interest in learning and participate in the mobilization of students’ learning psychology. Therefore, in the future of music education and teaching, there is a need to pay more attention to students’ psychological status. The research results can provide references and practical significance for the innovative teaching activities of music classrooms after the new curriculum reform. (shrink)

The past 15 years occasioned an extraordinary blossoming of research into the cognitive and affective mechanisms that support moral judgment and behavior. This growth in our understanding of moral mechanisms overshadowed a crucial and complementary question, however: How are they learned? As this special issue of the journal Cognition attests, a new crop of research into moral learning has now firmly taken root. This new literature draws on recent advances in formal methods developed in other domains, such as Bayesian inference, (...) reinforcement learning and other machine learning techniques. Meanwhile, it also demonstrates how learning and deciding in a social domain—and especially in the moral domain—sometimes involves specialized cognitive systems. We review the contributions to this special issue and situate them within the broader contemporary literature. Our review focuses on how we learn moral values and moral rules, how we learn about personal moral character and relationships, and the philosophical implications of these emerging models. (shrink)

We argue that cognitive models can provide a common ground between human users and deep reinforcement learning (Deep RL) algorithms for purposes of explainable artificial intelligence (AI). Casting both the human and learner as cognitive models provides common mechanisms to compare and understand their underlying decision-making processes. This common grounding allows us to identify divergences and explain the learner's behavior in human understandable terms. We present novel salience techniques that highlight the most relevant features in each model's decision-making, as well (...) as examples of this technique in common training environments such as Starcraft II and an OpenAI gridworld. (shrink)

This book offers an innovative introduction to the psychological basis of mathematics and the nature of mathematical thinking and learning, using an approach that empowers students by fostering their own construction of mathematical structures. Through accessible and engaging writing, award-winning mathematician and educator Anderson Norton reframes mathematics as something that exists first in the minds of students, rather than something that exists first in a textbook. By exploring the psychological basis for mathematics at every level - including geometry, algebra, calculus, (...) complex analysis and more - Norton unlocks students' personal power to construct mathematical objects based on their own mental activity, and illustrates the power of mathematics in organizing the world as we know it. Including reflections and activities designed to inspire awareness of the mental actions and processes coordinated in practicing mathematics, the book is geared towards current and future secondary and elementary mathematics teachers who will empower the next generation of mathematicians and STEM majors. Those interested in the history and philosophy that underpins mathematics will also benefit from this book, as well as those informed and curious minds attentive to the human experience more generally. Anderson Norton is Professor in the Department of Mathematics at Virginia Tech, USA, where he has been teaching mathematics courses for future teachers for 15 years. He is the editor of Constructing Number, and the co-author of Developing Fractions Knowledge and Numeracy for All Learners. (shrink)

Fifty years after the death of Edmund Husserl, the main founder of the phenomenological current of thought, we present to the public a four book collection showing in an unprecedented way how Husserl's aspiration to inspire the entire universe of knowledge and scholarship has now been realized. These volumes display for the first time the astounding expansion of phenomenological philosophy throughout the world and the enormous wealth and variety of ideas, insights, and approaches it has inspired. The basic commitment to (...) phenomenological concerns found in all this variety makes this collection a most signifi cant historical document. This second volume of the collection bears witness to a deliberate shift of attention from the earlier to the later phase of Husserl's reflections. We see how his issues - intersubjectivity, ethics, human encounter, the societal world, empathy, the sphere of the self, and the surpassing of dichotomies (bodylpsyche, etc.) - are now at the center of attention in the human sciences. Among the authors are H. Tellenbach, A. Rigobello, C. Balzer, C. Bjurvill, V. Molchanov, E. Syristova, O. Balaban, R. Boehm, M. Sancipriano, O. M. Anwar, Y. Okamoto, B. Holyst, T. Sodeika, and M. De Negri. The studies were gathered at the programs held by The World Institute for Advanced Phenomenological Research and Learning in the commemorative year 1988/1989, chiefly at the First World Congress of Phenomenology at Santiago de Compos tela, Spain, with the aim of assessing the current state of phenomenology. A-T. T. (shrink)

Philosophers agree that scientific explanations aim to produce understanding, and that good ones succeed in this aim. But few seriously consider what understanding is, or what the cues are when we have it. If it is a psychological state or process, describing its specific nature is the job of psychological theorizing. This article examines the role of understanding in scientific explanation. It warns that the seductive, phenomenological sense of understanding is often, but mistakenly, viewed as a cue of genuine understanding. (...) The article closes with a discussion of several new paths of research that tie the psychology of scientific explanation to cognate notions of learning, testimony, and understanding. (shrink)

Based on entrepreneurial psychology, the current situation of foreign students’ use of learning strategies in Chinese learning is explored, the overall situation of learning strategies in this process is analyzed, and the relationship between foreign students’ use of learning strategies and various factors are obtained through the designed questionnaire survey. First, a questionnaire suitable for the research respondents is designed to investigate the current situation of foreign students’ use of learning strategies in Chinese learning; second, 200 questionnaires are distributed, (...) and 195 questionnaires are recovered, with a recovery rate of 97.5%. After the invalid questionnaire is excluded, the effective rate is 95%; furthermore, the reliability of the questionnaire data is analyzed by SPSS25 software, and Cronbach’s α coefficient is 0.869, which proves that the questionnaire has high reliability; finally, the overall situation of foreign students’ use of learning strategies in Chinese learning is analyzed from the aspects of their majors, their levels of Chinese proficiency, Chinese learning time, age and personality. The results show that the frequency of using cognitive strategies in learning Chinese is the highest, with a score of 3.689; There is a positive correlation between the use of learning strategies and the degree of proficiency of Chinese; Among them, the foreign students who have studied for 2–3 years use learning strategies the most frequently, and the students aged 28–32 use learning strategies the most frequently in the Chinese level test 4. This study provides new ideas for foreign students’ Chinese teaching and has a certain reference for foreign students’ Chinese teaching strategies. (shrink)

Since the sudden outbreak of the coronavirus disease 2019 epidemic in 2020, the second language learning patterns of students in mainland China have encountered new challenges that have had a psychological impact on mainland Chinese students. The epidemic has not only inconvenienced students’ normal second language learning but also greatly affected the second language learning patterns of mainland Chinese students. In the post-epidemic era, more and more students are becoming accustomed to studying and learning a second language online. The level (...) of informatization of second language learning patterns of students in mainland China has increased significantly. This study first analyses the mechanisms of change in second language learning patterns and further analyses the influence of knowledge background on the perception of second language learning patterns on this basis. To design the influencing factors of second language learning patterns, a questionnaire was used to investigate the influence of knowledge background on the perception of second language learning patterns. The survey was conducted on students who were learning a second language in mainland China. Then, the survey data were statistically analyzed. In analyzing the influence of effect on second language learning behaviors of students in mainland China, observed variables were designed, including observed variables of affective factors and learning behaviors. After that, the findings of the experiment were summarized based on the results of the questionnaire survey, and the positive influence of emotional factors on second language learning behaviors of mainland Chinese students in the post-development era was concluded. (shrink)

Journal Name: Cognitive Linguistics Issue: Ahead of print.

Of all topics within the psychology of education, learning is one of the most crucial. Yet in terms of practical texts likely to be of use to teachers, it is one of the most neglected. This book is a short, down-to-earth account of learning by children of the kinds of knowledge and skills they acquire at school. Though it does not aim to show teachers how to teach, it gives a highly practical account of learning, remembering and related processes. (...) Some recent developments in mainstream psychology promise to be of enormous potential benefit for classroom work: increasing attention is given to the ways in which people use their knowledge and skills to acquire new information. Psychologists have come to grips with practical questions about the determinants of effective remembering and we are now much better informed about what children need to do in order to learn. This book is the first to present this material in a form suitable for those training and working as teachers. (shrink)

Although fire is inherently dangerous, leading many animals to avoid it, for most of human history, mastery of fire has been critical to survival. Humans can therefore be expected to possess evolved psychological mechanisms dedicated to controlling fire. Because techniques for starting, maintaining, and using fire differ across ecosystems, the postulated adaptations can be expected to take the form of domain-specific learning mechanisms rather than fixed behavioral templates. After outlining features that such mechanisms are predicted to possess, I review the (...) literature on fire play in western children, finding that attraction to and interest in fire is widespread, experimentation with fire often begins in early childhood, and fire play typically peaks in late childhood or early adolescence. The latter aspect stands in contrast to results from a survey of ethnographers which reveals that, in societies in which fire is routinely used as a tool, children typically master control of fire by middle childhood, at which point interest in fire is already declining. This suggests that fire learning is retarded in western children, arguably due to patterns of fire use in modern societies that are atypical when viewed from a broader cross-cultural perspective. Together with the fact that western entertainment media provide a distorted portrait of the properties of fire, this pattern, while limiting the value of naturalistic observations of fire learning in the West, nevertheless has the benefit of providing a strong testing ground for future experiments exploring the universality of the psychology underlying the control of fire. (shrink)

On the centennial of the death of William James (1842-1910), I approached faculty members at eighteen major theological centers of learning requesting them to identify the twelve most important books in the field of the psychology of religion written between James' 1902 classic The Varieties of Religious Experience up to Peter Homan's 1970 Theology After Freud. The request was for each faculty member (by agreement to remain anonymous) to identify the twelve books during that time period (1902-1970) which, in (...) their opinion, constituted major contributions to the development of the discipline of psychology of religion. By mutual agreement, James was credited with being the purported founder of the psychology of religion and Homans the quintessential culmination of the discipline's respectability. Though obviously subjective, the survey did register a consensus of scholars teaching in the field and what follows is a critical assessment of the merits of those books which they selected. (shrink)

Critical consideration is given the empirical evidence for psychological models of religious development, its supposed relationship to other domains of psychological development, and especially, moral development. Significant problems with stage conceptions in these models augur a fundamental rethinking of religious development as a construct in developmental psychology. Model of Hierarchical Complexity has demonstrable promise for enabling greater precision in constructs and methods. This may resolve some central problems and advance research in the field.

This article argues that personal meaning should be considered important when addressing issues of learning. It is claimed that meaningful learning is not primarily intra-psychological, as suggested by humanistic psychologists and parts of cognitive psychology, but is an integrated part of the person’s participation in various social practices. Inspired by critical psychology and situated learning, it is suggested that in order to comprehend what people in everyday life experience as meaningful, we have to understand the concerns subjects pursue (...) across different contextual settings and the kind of conduct of everyday life they try to realise. A case example from an ongoing research project about how baker apprentices learn their trade is outlined in order to exemplify some of the theoretical considerations. Two baker apprentices, Peter and Charlotte, are presented to illustrate how they orientate their learning activities in the bakeries according to their future participation in the baking trade and in relation to the conduct of everyday life they wish to pursue. (shrink)

This study aims to improve the effectiveness of English grammar teaching in high school. Firstly, the Science, Technology, Engineering, Art, and Mathematics educational model is comprehensively discussed. Then, the current situation and difficulties of English grammar teaching in high school are analyzed. Finally, based on the traditional and the STEAM teaching mode, a comprehensive study on the psychological motivation of students is carried out in high school English grammar teaching. The traditional teaching model had little effect on students’ psychological motivation (...) in the process of English grammar teaching. Therefore, students’ satisfaction with English grammar teaching under the traditional teaching model is very low, especially in innovation and practice. The STEAM teaching model has greatly improved the psychological motivation of high school students in the English grammar teaching process. The overall satisfaction rate of the students with the English grammar teaching in the STEAM teaching model is 70%. This teaching model can greatly improve students’ requirements for innovation and practice. This study not only provides a reference for the improvement of English teaching in high schools but also contributes to the reform and development of education. (shrink)

This article first analyzes the research background of the design elements of cognitive psychology and neural networks at home and abroad, roughly understands the research status and research background of these two courses at home and abroad, and discusses the application of cognitive psychology to neural networks. The design method has not yet formed a systematic theoretical system. Then, a systematic theoretical analysis of the research in this article is carried out to analyze the relationship between the various (...) characteristics of cognitive psychology and the design elements of the neural network, and it uses these relationships to guide the design practice. Second, it analyzes the relationship between the influence and interaction of cognitive psychology on neural network design and connects cognitive psychology with neural network design. Finally, according to the theoretical analysis and research of the system, the application of cognitive psychology in neural network design, design practice, and the relationship between the two are systematically reviewed. Through the exploratory research on cognitive psychology in neural network design, we can see that the combination of neural network design and psychology, art aesthetics, and other cross-disciplinary and multidisciplinary research is necessary, which can promote the scientific and technological progress of neural network design in the context of the information age and the improvement of public mental health. Under the background of the era in which the neural network design becomes the link between people's emotions and culture, we must fully understand the essential role of each element in neural network design and build a design concept based on cognitive psychology and emotional experience. It is hoped that the content of this topic can provide a certain reference value for the future development of neural network design and cognitive psychology and clarify the new development direction. (shrink)

INTRODUCTION If there is one underlying implication in the following essays it is the inadequacy of the information-processing model for cognitive ...

The Bayesian model is used in psychology as the reference for the study of dynamic probability judgment. The main limit induced by this model is that it confines the study of revision of degrees of belief to the sole situations of revision in which the universe is static (revising situations). However, it may happen that individuals have to revise their degrees of belief when the message they learn specifies a change of direction in the universe, which is considered as (...) changing with time (updating situations). We analyze the main results of the experimental literature with regard to elementary qualitative properties of these two situations of revision. First, the order effect phenomenon is confronted with the commutative property. Second, an apparent new phenomenon is presented: the redundancy effect that is confronted with the idempotence property. Finally, results obtained in this kind of experimental situations are reinterpreted in the light of pragmatic analysis. (shrink)

The proverb “chalepa ta kala” (“fine things are difficult”) is invoked in three dialogues in the Platonic corpus: Hippias Major, Cratylus and Republic. In this paper, I argue that the context in which the proverb arises reveals Socrates’ considerable pedagogical dexterity as he uses the proverb to rebuke his interlocutor in one dialogue but to encourage his interlocutors in another. In the third, he gauges his interlocutors’ mention of the proverb to be indicative of their preparedness for a more difficult (...) philosophical trial. What emerges in the study of these three Platonic dialogues is that Socrates believes that how he and others describe learning makes a tangible difference in philosophical investigation. (shrink)

The article is devoted to problems of creative and reproductive strategies of modern Russian pedagogy with regard to the asynchrony of cultural personality layers of students. The asynchrony of cultural and psychological personality layers means that a system of personal attitudes consists of orientations that prevailed in different historical periods and therefore is able to combine both harmony and disharmony of interaction between them. Orientation on the reproduction or on the creativity has a particularly strong influence on the formation and (...) dominance over private personal attitudes. Special attention is paid to active group learning methods that are capable of intensifying the creative development of a personality. The cause of many of the shortcomings of the modern education is the state bureaucratic activity armed of consolidating the archaic reproductive attitudes in teachers and students practices and at enhancing the asynchrony of cultural layers of personality, which hampers the further development of creativity. Much attention is paid to the traditions of Russian humanitarian thought and experience of outstanding Russian teachers largely determined the development of modern pedagogical practice. The activity of the most talented native teachers of the twentieth century was aimed at reducing the specified cultural asynchrony of pupils through active intragroup interaction with increasing inclusion of each in the process of development of modern cultural skills of creativity. Not ‘stucking‘ on the tasks that the group could decide for herself, the teacher worked "for the future", focusing it on the broader educational interests and creativity. Typology of culture correlates with cognitive mechanisms of socialization. (shrink)

Harry Harlow is credited with the discovery of learning set, a process whereby problem solving becomes essentially complete in a single trial of training. Harlow described that process as one that freed his primates from arduous trial-and-error learning. The capacity of the learner to acquire learning sets was in positive association with the complexity and maturation of their brains. It is here argued that Harlow's successful conveyance of learning-set phenomena is of historic significance to the philosophy of psychology. Learning (...) set is said to reflect the affirmation or rejection of hypotheses. Hypotheses are generated by the learner's brain, not its muscles. Thus, learning-set research served to advance the perspective that even nonhuman primates think and that their thinking reflects the active processing of information accrued from efforts to solve problems. Their learning processes are not simply the strengthening of some motor responses over others. Hence, learning-set research served to advance studies of animals as rational agents. This trend is serving to supplant the radical-behavioristic models, formulated earlier this century, with models predicated on rational processes for animals' complex learning and behavior. (shrink)

Semiotics and education -- Charles S. Peirce's list of categories and taxonomy of signs -- Semiotics as pragmatic logic -- Education in Peirce's divisions of science -- Suprasubjective being and suprasubjective learning -- From icon to argument -- Diagrammatic reasoning and learning -- Agapic learning -- The Peircean theory of learning and phenomenology -- Possible objections.

In May 2016, right around the time that this issue of the Hastings Center Report should be published, The Hastings Center is holding a conference in New York City titled “Bioethics Meets Moral Psychology.” The goal of the conference is to consider the lessons that bioethicists should learn from the raft of literature now accumulating on how the mental processes of perception, emotion, and thinking affect things that bioethicists care about, from the education of health care professionals to the (...) conflicts that arise in clinical care, the “culture wars” over bioethical policy issues, the status of different cultures’ value systems, and the very understanding of the values that are foundational in moral thinking. The articles in this issue simply provide more evidence that bioethics is meeting moral psychology. (shrink)

What can we learn from fiction? I argue that we can learn about the consequences of a certain course of action by projecting ourselves, in imagination, into the situation of the fiction's characters.

We explored the home learning environments of 173 Mexican preschool children in relation to their numeracy performance. Parents indicated the frequency of their formal home numeracy and literacy activities, and their academic expectations for children’s numeracy and literacy performance. Children completed measures of early numeracy skills. Mexican parent–child dyads from families with either high- or low-socioeconomic status participated. Low-SES parents reported higher numeracy expectations than high-SES parents, but similar frequency of home numeracy activities. In contrast, high-SES parents reported higher frequency (...) of literacy activities. Path analyses showed that operational numeracy activities were positively related to children’s numeracy skills in the high- but not in the low-SES group. These findings improve the understanding of the role of the home environment in different contexts and provide some insights into the sources of the variable patterns of relations between home learning activities and children’s numeracy outcomes. They also suggest that SES is a critical factor to consider in research on children’s home numeracy experiences. (shrink)