Training is intimately connected with and dependent on the human cognitive system. Learning means that the cognitive system acquires information and stores it for further use. If these processes do not occur properly, then the learners will not initially acquire the information, and even if they do, then they will not be able to recall it later, or/and the information will not be utilised and behaviour will not be modified. Regardless whether the objective is learning new information, acquiring new skills, (...) or knowledge sharing and transfer within or across organisations — the processes of acquiring, storing and applying the information are critical. The question is how to achieve these cornerstones of learning and whether technology can enhance them. The answer is clear: The learning must fit human cognition. There is a lot of scientific knowledge and research on human cognition and learning. The difficult and tricky challenge is how to translate this theoretical and academic research into practical ways to utilise technology so as to enhance learning. By bridging basic research about learning and the brain into ways of using learning technologies, one is able to create sophisticated learning programs. These take into account and build on the architecture of cognition, and as a consequence produce effective and efficient technology enhanced learning. (shrink)

Dichotomizing perceptions, by those that have an objective reality and those that do not, is rejected. Perceptions are suggested to fall along a multidimensional continuum in which neither end is totally “pure.” At the extreme ends, perceptions neither have an objective reality without some subjectivity, nor, at the other end, even as hallucinations, are they totally dissociated from reality.

Decision making theory in general, and mental models in particular, associate judgment and choice. Decision choice follows probability estimates and errors in choice derive mainly from errors in judgment. In the studies reported here we use the Monty Hall dilemma to illustrate that judgment and choice do not always go together, and that such a dissociation can lead to better decision-making. Specifically, we demonstrate that in certain decision problems, exceeding working memory limitations can actually improve decision choice. We show across (...) four experiments that increasing the number of choice alternatives forces people to collapse choices together, resulting in better decision-making. While choice performance improves, probability judgments do not change, thus demonstrating an important dissociation between choice and probability judgments. We propose the Collapsing Choice Theory (CCT) which explains how working memory capacity, probability estimation, choice alternatives, judgment, and regret all interact and effect decision quality. (shrink)

Based upon the Decision Field Theory (Busemeyer and Townsend 1993), we tested a model of dynamic reasoning to predict the effect of time pressure on analytical and experiential processing during decision-making. Forty-six participants were required to make investment decisions under four levels of time pressure. In each decision, participants were presented with experiential cues which were either congruent or incongruent with the analytical information. The congruent/incongruent conditions allowed us to examine how many decisions were based upon the experiential versus the (...) analytical information, and to see if this was affected by the varying degrees of time pressure. As expected, the overall accuracy was reduced with greater time pressure and accuracy was higher when the experiential and analytical cues were congruent than when they were incongruent. Of great interest was the data showing that under high time pressure participants used more experiential cues than at other time pressures. We suggest that the dynamic reasoning paradigm has some future potential for predicting the effects of experiential biases in general, and specifically under time pressure. (shrink)

In this commentary, I briefly present in chronological order several historical developments which can explain some of the confusions with respect to arousal that have become entrenched in the contemporary debate. These historical developments include: Immanuel Kant's eighteenth-century division of the affects into sthenic vs. asthenic; the emergence of modern conceptions of pleasure and displeasure in the West; the nineteenth-century alignment of pleasure and displeasure with “sthenic” and “asthenic” in psycho-physiology; the early-twentieth-century disruption of this nineteenth-century alignment; the establishment of (...) a new-physiological order of emotions; and the emergence of “emotional excitement” as the new feeling of the new emotion order of physiology. (shrink)

In this comment, I indicate several challenges and opportunities—out of the many—for an integrated science–humanities approach to emotions, from the perspective of a historian of the modern science...

In this contribution, I examine several key publications on the physiology of emotions from the 1860s to the 1930s. I focus on physiologists who studied the emotions prior to and following William James’s 1884 Mind article, by critically reflecting on the conceptual and practical origins and constituents of the Cannon–Bard thalamic theory of emotions. I offer a historical corrective to several major assumptions in our histories of the scientific study of emotions.

In this contribution, I interrogate the historical-intellectual narrative that dominates the history of the Schachter–Singer two-factor theory of emotion. In the first part, I propose that a social influence model became generalized to a cognitive view. I argue that Schachter and Singer presented a cognitive theory of emotions in enacting inside the laboratory Schachter’s preceding “social influence” model of emotions and that Schachter’s adoption of a cognitive model of emotion was driven by and was necessary for his previous research on (...) social influence. In the second part, I argue that the Schachter–Singer theory is remarkable not because it introduced a cognitive turn in emotion, but because it presented sympathetic nervous system activation as an essential constitutive element of every emotion. (shrink)

In this essay I argue that the integration of the humanities into “medical humanities” has implicitly medicalized the humanities. This medicalization of the humanities suppresses those dimensions of the humanities that can most significantly contribute to medicine. I present my argument by studying the critical and crucial gap between the humanities as they are presented and taught in the context of medical schools, often as a set of skills, sensitivities, and competencies, and the humanities as they are experienced and lived (...) in the humanities—as an ideological-ethical calling, which saturates and infuses daily life with an ethicizing, politicizing, and ideological critique. It is this core essence of the humanities that is abrogated and annulled in medical humanities. After presenting my argument, I exemplify some of the ways in which my colleagues and I attempt to imbue medical students with the critical and ethicizing outlook and calling of the humanities. (shrink)

In this reply, I focus on the question of whether Cannon’s theory was (only) a “centralized” version of James’s. Due to space limitations, I briefly present six observations that problematize this assertion. One of my guiding principles is that theories acquire their meaning within a particular context. From this historical perspective, and in their historical contexts, the theories were quite distinct.

Research papers presented at the same title scientific conference, dedicated to the World Philosophy Day.

In the _World Library of Educationalists_, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume, allowing readers to follow the themes of their work and see how it contributes to the development of the field. Mary James has researched and written on a range of educational subjects which encompass (...) curriculum, pedagogy and assessment in schools, and implications for teachers´ professional development, school leadership and policy frameworks. She has written many books and journals on assessment, particularly assessment for learning and is an expert on teacher learning, curriculum, leadership for learning and educational policy. Starting with a specially written introduction in which Mary gives an overview of her career and contextualises her selection, the chapters are divided into three parts: Educational Assessment and Learning Educational Evaluation and Curriculum Development Educational Research and the Improvement of Practice Through this book, readers can follow the different strands that Mary James has researched and written about over the last three decades, and clearly see her important contribution to the field of education. (shrink)

E. Rae Harcum argues that Christians do not have to give up their religious faith to keep the contributions of science. He confronts the relation between the human body and its non-material parts—the mind and spirit—and provides a way of looking at these metaphysical issues.

The question of the essence of contemporary socialist artistic culture is being acutely posed today, in the period of renewal of the whole life of Soviet society. To what extent does the method of socialist realism, which has become established in our theory and practice, correspond to the processes taking place within art? Is its method adequate for an all-round reflection and analysis of the entire diversity and uniqueness of today's society? After all, the method of socialist realism presumes a (...) truthful, historically concrete depiction of reality in its revolutionary development, i.e., it orients the artist toward reflecting that reality only in "forms of life" and requires him to represent only progressive processes. (shrink)

Femina in line 28 has nagged me subconsciously for years. I have now belatedly realized that it sabotages the poet's prudent disclaimer: it is not women in general who are in question, but only those not ruled out of bounds by stola and uittae. The repetition of the word in the following verse, where it means, as the opposition to uiri indicates, ‘the female sex’, only serves to underline its inappropriateness here. Cristante's defence of the anaphora, that it ‘ribadisce la (...) necessità dell'insegnamento, introducendone la giustificazione’, sets up an unwanted connection: lines 25–8 are strictly parenthetic to the main argument, as indeed is signalled by the truly functional anaphora of femina in line 29, whose effect is blurred in the text as transmitted. The form of the couplet, typical of Ovid, dictates that what is wanted is a variation on nil nisi lasciui, e.g. nec or, better, non proba. The source of the intrusive femina is not far to seek, though how precisely it ousted the original reading I do not pretend to guess. (shrink)

Articles on life and scholar works of academician Chimidiĭn Zhugder, famous Mongolian philosophy scholar.