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27 results

Page 1 of 2

  • I - Moving Bodies

  • Erik Ringmar, Ibn Haldun University, Turkey
  • Book:
    Moving Bodies
    Published online:
    12 January 2023
    Print publication:
    26 January 2023, pp 1-24

  • Summary

    How to explain the curious movements in which people of the past engaged? Critique of interpretivist approaches – cultural theory and post-modernism. Movements as intentional acts are best described by means of cognitive theory and phenomenology. Movements as a matter of attuning oneself to the mood of the situation one is in. All meaning is grounded in such fundamental movements. The history of movement is a history of the world that we made.

  • Aberrant functional connectivity of neural circuits associated with thought-action fusion in patients with obsessive–compulsive disorder

  • Sang Won Lee, Huijin Song, Tae Yang Jang, Hyunsil Cha, Eunji Kim, Yongmin Chang, Seung Jae Lee
  • Journal:
    Psychological Medicine / Volume 52 / Issue 11 / August 2022
    Published online by Cambridge University Press:
    03 November 2020, pp. 2106-2115
  • Background

    Cognitive theories of obsessive–compulsive disorder (OCD) stress the importance of dysfunctional beliefs in the development and maintenance of the disorder. However, a neurobiological understanding of these cognitive models, including thought-action fusion (TAF), is surprisingly lacking. Thus, this functional magnetic resonance imaging study aimed to investigate whether altered functional connectivity (FC) is associated with the TAF paradigm in OCD patients.

    Methods

    Forty-one OCD patients and 47 healthy controls (HCs) participated in a functional magnetic resonance imaging study using a TAF task, in which they were asked to read the name of a close or a neutral person in association with positive and negative statements.

    Results

    The conventional TAF condition (negative statements/close person) induced significant FC between the regions of interest (ROIs) identified using multivoxel pattern analysis and the visual association areas, default mode network subregions, affective processing, and several subcortical regions in both groups. Notably, sparser FC was observed in OCD patients. Further analysis confined to the cortico-striato-thalamo-cortical (CSTC) and affective networks demonstrated that OCD patients exhibited reduced ROI FC with affective regions and greater ROI FC with CSTC components in the TAF condition compared to HCs. Within the OCD patients, middle cingulate cortex–insula FC was correlated with TAF and responsibility scores.

    Conclusions

    Our TAF paradigm revealed altered context-dependent engagement of the CSTC and affective networks in OCD patients. These findings suggest that the neurobiology of cognitive models corresponds to current neuroanatomical models of OCD. Further, they elucidate the underlying neurobiological mechanisms of OCD at the circuit-based level.

The Cosmos in Ancient Greek Religious Experience
  • Sacred Space, Memory, and Cognition
  • Efrosyni Boutsikas
  • Published online:
    04 November 2020
    Print publication:
    29 October 2020
  • In this book, Efrosyni Boutsikas examines ancient Greek religious performances, intricately orchestrated displays comprising topography, architecture, space, cult, and myth. These various elements were unified in a way that integrated the body within cosmic space and made the sacred extraordinary. Boutsikas also explores how natural light or the night-sky may have assisted in intensifying the experience of these rituals, and how they may have determined ancient perceptions of the cosmos. The author's digital and virtual reconstructions of ancient skyscapes and religious structures during such occurrences unveil a deeper understanding of the importance of time and place in religious experience. Boutsikas shows how they shaped emotions, cosmological beliefs, and ritual memory of the participants. Her study revolutionises our understanding on ancient emotionality and cognitive experience, demonstrating how Greek religious spaces were vibrant arenas of a shared experience of the cosmos.

  • Chapter 2 - Pedagogical Foundations of Teaching Intercultural Communication for L2/Lx Use

  • from Part I - Theoretical and Methodological Foundations
  • Zsuzsanna Ittzés Abrams, University of California, Santa Cruz
  • Book:
    Intercultural Communication and Language Pedagogy
    Published online:
    15 August 2020
    Print publication:
    27 August 2020, pp 30-53

  • Summary

    Language teaching changed significantly over the past century, shifting from the grammar translation method to the communicative approach and beyond. These changes reflected our evolving understanding of how languages are learned, influenced by behavioral, cognitive, sociocutural, and sociocognitive theories. Following this review, the chapter discusses in detail the role of communicative competence and intercultural communicative competence in language pedagogy, presenting research by Byram (1997), Kramsch (2009), Liddicoat and Scarino (2013), and Hua (2014). These discussions outline key components of intercultural communicative competence – such as knowledge, skills, attitudes, and linguistic knowledge - that lay the foundation for the pedagogical chapters in this volume.

  • Chapter 4 - Coming to Know Epicurus’ Truth: Distributed Cognition in Lucretius’ De Rerum Natura

  • from Part II - Lucretius and his Readers
  • Edited by Donncha O'Rourke, University of Edinburgh
  • Book:
    Approaches to Lucretius
    Published online:
    25 June 2020
    Print publication:
    16 July 2020, pp 80-100

  • Summary

    Until recently, Descartes’ idea that the human mind is, by definition, a non-extended entity, enclosed in the body but constitutionally different from common bodily and external realities, found wide acceptance among students of cognitive sciences. But in the past few years the barriers between outer and inner worlds have begun to blur, projecting the process of cognition as a complex distributed phenomenon. The case of Lucretius and Epicurean philosophy discussed in this paper aims to show that the narrow fortress of the knowing self is not as ancient as some present-day theorists are inclined to think, and that the very concept of distributed cognition, broadly construed, has a history of its own with deep roots in Greco-Roman physiology. Lucretius’ poem provides especially compelling evidence that, on the one hand, Epicurean epistemology conceives of cognition as a material process extended across the borders of atomic bodies, and that, on the other hand, true knowledge can be achieved only through cooperative didactic techniques. Standing at the crossroads between poetry and philosophy, Lucretius’ didactic method tries to involve the addressee (both intellectually and emotionally) in the cooperative construction of an internalized cognitive artefact: the image of the atomic cosmos, faithfully reflected in the text.

  • A Preliminary Investigation of Pathways to Inflated Responsibility Beliefs in Children with Obsessive Compulsive Disorder

  • Lindsey M. Collins, Meredith E. Coles
  • Journal:
    Behavioural and Cognitive Psychotherapy / Volume 46 / Issue 3 / May 2018
    Published online by Cambridge University Press:
    17 January 2018, pp. 374-379
    Print publication:
    May 2018

  • Background: Cognitive theorists posit that inflated responsibility beliefs contribute to the development of obsessive compulsive disorder (OCD). Salkovskis et al. (1999) proposed that experiencing heightened responsibility, overprotective parents and rigid rules, and thinking one influenced or caused a negative life event act as ‘pathways’ to the development of inflated responsibility beliefs, thereby increasing risk for OCD. Studies in adults with OCD and non-clinical adolescents support the link between these experiences and responsibility beliefs (Coles et al., 2015; Halvaiepour and Nosratabadi, 2015), but the theory has never been tested in youth with current OCD. Aims: We provided an initial test of the theory by Salkovskis et al. (1999) in youth with OCD. We predicted that childhood experiences proposed by Salkovskis et al. (1999) would correlate positively with responsibility and harm beliefs and OCD symptom severity. Method: Twenty youth with OCD (age 9‒16 years) completed a new child-report measure of the experiences hypothesized by Salkovskis et al. (1999), the Pathways to Inflated Responsibility Beliefs Scale-Child Version (PIRBS-CV). Youth also completed the Obsessive Beliefs Questionnaire-Child Version (Coles et al., 2010) and the Obsessive Compulsive Inventory-Child Version (Foa et al., 2010). Results: Consistent with hypotheses, the PIRBS-CV was significantly related to responsibility and harm beliefs and OCD symptom severity. Conclusions: Results provide initial support for the theory proposed by Salkovskis et al. (1999) as applied to youth with OCD. Future studies are needed to further assess the model in early-onset OCD.

  • From neurocognition to community participation in serious mental illness: the intermediary role of dysfunctional attitudes and motivation

  • E. C. Thomas, L. Luther, L. Zullo, A. T. Beck, P. M. Grant
  • Journal:
    Psychological Medicine / Volume 47 / Issue 5 / April 2017
    Published online by Cambridge University Press:
    25 November 2016, pp. 822-836
  • Background

    Evidence for a relationship between neurocognition and functional outcome in important areas of community living is robust in serious mental illness research. Dysfunctional attitudes (defeatist performance beliefs and asocial beliefs) have been identified as intervening variables in this causal chain. This study seeks to expand upon previous research by longitudinally testing the link between neurocognition and community participation (i.e. time in community-based activity) through dysfunctional attitudes and motivation.

    Method

    Adult outpatients with serious mental illness (N = 175) participated, completing follow-up assessments approximately 6 months after initial assessment. Path analysis tested relationships between baseline neurocognition, emotion perception, functional skills, dysfunctional attitudes, motivation, and outcome (i.e. community participation) at baseline and follow-up.

    Results

    Path models demonstrated two pathways to community participation. The first linked neurocognition and community participation through functional skills, defeatist performance beliefs, and motivation. A second pathway linked asocial beliefs and community participation, via a direct path passing through motivation. Model fit was excellent for models predicting overall community participation at baseline and, importantly, at follow-up.

    Conclusions

    The existence of multiple pathways to community participation in a longitudinal model supports the utility of multi-modal interventions for serious mental illness (i.e. treatment packages that build upon individuals’ strengths while addressing the array of obstacles to recovery) that feature dysfunctional attitudes and motivation as treatment targets.

  • 34 - Multimedia Learning in e-Courses

  • from Part V - Multimedia Learning in Advanced Computer-Based Contexts
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 842-882

  • Summary

    This chapter provides a systematic analysis of the links between intelligent tutoring systems (ITS) and multimedia, and identifies the multimedia elements that are used by different ITS applications. It discusses the implications of ITS findings for cognitive theory and instructional design, identifies limitations of existing research, and provides some directions for the future. Problem-solving tutors typically use a mixture of text and graphic media. Simulation-based ITS remain popular, particularly for tasks that are tightly linked to an operational environment, such as power plants, aviation, or military exercises. Game-based tutoring systems make use of the widest range of media to present content, especially those that combine elements from natural language tutors and simulation-based tutors. Research on advanced learning environments has investigated multimedia factors that have obvious links to deeper levels of cognition, such as feedback, learner control, and generation of information, interactivity, reflection, animation, simulation, and affect.

  • 20 - The Multiple Representation Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 464-486

  • Summary

    This chapter reviews the guided discovery principle, according to which guidance should be given to students to ensure effective learning during scientific discovery in multimedia environments. At the heart of these environments often lies a computer simulation that students can use to discover scientific principles through experimentation. The chapter demonstrates the need for and effectiveness of particular types of guidance: process constraints, performance dashboard, prompts, heuristics, scaffolds, and direct presentation of information. Recent research findings that serve to exemplify this typology are discussed. This typology serves as an important first step toward the development of a cognitive theory of adaptive guidance that can determine the appropriate differentiation of instructional support based on the knowledge and skills of individual students. The design of future studies should build on the strengths of current research and avoid some of its weaknesses.

  • 7 - The Multimedia Principle

  • from Part II - Basic Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 174-205

  • Summary

    Multimedia messages should be designed to facilitate multimedia learning processes. This chapter first explores three assumptions underlying a cognitive theory of multimedia learning: dual-channel assumption, limited-capacity assumption and active processing assumption. Three memory stores in the cognitive theory of multimedia learning are: sensory memory, working memory, long-term memory. For meaningful learning to occur in a multimedia environment, the learner must engage in five cognitive processes: selecting relevant words for processing in verbal working memory, selecting relevant images for processing in visual working memory, organizing selected words into a verbal model, organizing selected images into a pictorial model, and integrating the verbal and pictorial representations with each other and with relevant prior knowledge activated from long-term memory. The chapter also explores three demands on cognitive capacity during multimedia learning: extraneous processing, essential processing and generative processing.

  • 23 - The Collaboration Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 547-575

  • Summary

    This chapter discusses the generative drawing principle in multimedia learning. The generative drawing principle states that asking students to create drawings while reading text causes generative processing that leads to better learning outcomes. An important logistical issue when the generative drawing strategy is used is to create a form of drawing activity that minimizes the creation of extraneous cognitive processing by providing appropriate support for drawing. The studies reviewed in the chapter provide evidence for a positive effect of drawing. The results are also consistent with the cognitive theory of multimedia learning, which posits that people who engage in generative processes while learning are more likely than those who do not to construct meaningful learning outcomes. An important logistical issue for instructional designers when using the drawing strategy is to create a form of drawing activity that minimizes the creation of extraneous cognitive processing, by providing appropriate support for drawing.

  • 22 - Animation Principles in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 513-546

  • Summary

    Multimedia learning environments present combinations of text, illustrations, narration, and animation and are typically computer-based. This chapter provides a brief review of the self-explanation principle, and introduces a framework for categorizing the number of ways in which self-explanation has been operationalized. While open-ended and menu-based approaches mark the two extremes, there are a number of ways of prompting students to self-explain that fall in the middle: focused, scaffolded, and resource-based prompts. Examples of each within the context of multimedia learning are presented. It presents a number of studies whose results support the hypothesis that self-explanation prompts that provide more focus or direction are particularly beneficial for multimedia learning environments, because they foster integration across multiple sources of information and help students to develop a single, coherent representation. The chapter also discusses implications for cognitive theory and instructional design and ideas for future work.

  • 24 - The Expertise Reversal Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 576-597

  • Summary

    This chapter explores the research evidence for the feedback principle in multimedia learning, to consider more complex learning environments such as simulation and game-based training, and to discuss the impact of the feedback principle on our theoretical understanding and implications for instructional design. According to the feedback principle in multimedia learning, novice students learn better with explanatory feedback than with corrective feedback alone. The theoretical rationale for the feedback principle is based on the cognitive theory of multimedia learning. Research in the area of simulation-based training (SBT) has also examined the effectiveness of feedback for improving performance and learning. When implementing explanatory feedback, instructional designers should take care not to increase extraneous processing by considering other multimedia learning principles, such as the modality principle. There is still much research left to do to define the boundary conditions of the feedback principle.

  • 31 - Multimedia Learning with Computer Games

  • from Part V - Multimedia Learning in Advanced Computer-Based Contexts
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 762-784

  • Summary

    This chapter focuses on defining and illustrating multimedia learning of metacognitive strategies, and reviews the empirical literature on multimedia learning of metacognitive strategies. It provides suggestions for augmenting contemporary cognitive theories of multimedia learning, proposes empirically based principles for designing multimedia environments aimed at fostering metacognitive strategies, and recommends several areas for future research. The chapter specifies self-regulated learning (SRL) as a concept superordinate to metacognition that incorporates both metacognitive monitoring (i.e., knowledge of cognition or metacognitive knowledge) and metacognitive control, as well as processes related to manipulating contextual conditions and planning for future activities within a learning episode. More research on multimedia learning of metacognitive strategies is needed to determine the optimal length of various phases of training programs and their effectiveness in laboratory versus real-world settings, as well as the retention and transfer of strategies to other domains and computer-based learning environments (CBLEs).

  • 16 - The Worked Examples Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 391-412

  • Summary

    Extraneous overload occurs when essential cognitive processing (required to understand the essential material in a multimedia message) and extraneous cognitive processing (required to process extraneous material or to overcome confusing layout in a multimedia message) exceed the learner's cognitive capacity. According to the cognitive theory of multimedia learning, the five ways to handle an extraneous overload situation are to: eliminate extraneous material (coherence principle), insert signals emphasizing the essential material (signaling principle), eliminate redundant printed text (redundancy principle), place printed text next to corresponding parts of graphics (spatial contiguity principle), and eliminate the need to hold essential material in working memory for long periods of time (temporal contiguity principle). The research reviewed in this chapter shows that instructional designers should be sensitive to the limitations of working memory by being careful about the amount and layout of information that is presented to learners.

  • 17 - The Self-Explanation Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 413-432

  • Summary

    Essential overload occurs when the amount of essential cognitive processing required by the multimedia instructional message exceeds the learner's cognitive capacity. This chapter examines the research evidence concerning three principles of multimedia design aimed at minimizing the effects of essential overload: the segmenting principle, the pre-training principle, and the modality principle. According to the cognitive theory of multimedia learning, the three ways to handle an essential overload situation are to allow the learner to slow down the pace of presentation (segmenting principle), provide the learner with knowledge that reduces the need for cognitive processing of the presentation (pre-training principle), or off-load some of the visual information onto the auditory channel (modality principle). The research reviewed in the chapter shows that instructional designers should be sensitive to working memory constraints when presenting a complex multimedia lesson.

  • 15 - The Guided Discovery Learning Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 371-390

  • Summary

    The signaling principle, also known as the cueing principle, refers to the finding that people learn more deeply from a multimedia message when cues are added that guide attention to the relevant elements of the material or highlight the organization of the essential material. This chapter reviews the main findings from research on signaling in multimedia learning addressing the effects of incorporating cues into the text, the picture, or both. Text-based cues can consist of sentences that precede the learning materials and highlight their organization. Picture-based cues can consist, for instance, of arrows in which case they are extrinsic in the sense that an element is added to the picture. The chapter considers the design of cues based on eye movements and the effects of using eye movements as cues. The signaling principle may have some relation to other principles identified by the cognitive theory of multimedia learning as well.

  • 21 - The Learner Control Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 487-512

  • Summary

    Worked examples consist of a problem formulation and the final solution. This chapter elaborates on the worked examples principle. Example-based multimedia learning environments typically provide multiple representations and information sources. Coordinating the use of these multiples poses substantial demands on learners. The cognitive theory of multimedia learning of R.E. Mayer and the cognitive load theory of J. Sweller and colleagues both emphasize that learning processes are highly vulnerable to extraneous demands in multimedia based learning arrangements. Findings on worked examples provide a very striking confirmation of these assumptions. Three major limitations refer to restricted knowledge about learning from worked examples in classrooms, the boundary conditions of the instructional principles, and their interrelations. The chapter also outlines a set of instructional principles that usually lead to enhanced learning outcomes. More theoretical and empirical analyses are necessary to gain profound understanding of how the interplay between these principles works.

  • 9 - The Modality Principle in Multimedia Learning

  • from Part II - Basic Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 227-246

  • Summary

    This chapter presents a theory that is positioned at the third level, namely, the four-component instructional design model (4C/ ID) model, and discusses how this theory can be used to design multimedia learning environments for complex learning. It presents a general description of how people learn complex skills in environments that are built from the four components, how instructional control can be organized in these environments, and how different media can be used to implement each component and instructional control. The relationship between the four components and the assumed cognitive architecture is explained. Educational media and 22 multimedia principles are related to each of the four components and instructional control. The chapter reviews the contributions of the 4C/ID model to cognitive theory and instructional design, indicating the limitations of the model, and sketching directions for future research.

  • 26 - Multimedia Learning of Cognitive Processes

  • from Part IV - Multimedia Learning of Cognitive Processes
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 623-646

  • Summary

    This chapter describes a set of principles to be considered in the design of animation for use in multimedia learning resources. It then presents examples of some applications of these principles. The animation principles are grounded in research on perception, cognition and instruction, culminating in an account of the Animation Processing Model (APM). Animation in multimedia learning environments has multiple facets and can serve multiple functions. Dynamic perceptual schemata play a crucial role in the recognition of movement. The APM characterizes learning from animation in terms of five main phases in which bottom-up and top-down processes interact during the construction of a mental model that internally represents the referent subject matter. Learning from animation in multimedia learning environments raises important questions for cognitive theory with respect to visualization because it requires special attention to the interface between perception and cognition. The chapter also discusses implications for instructional design.

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