Search results for "Cognitive Psychology"

A Model of Positive and Negative Learning

2017

This chapter proposes a model of positive and negative learning (PNL model). We use the term negative learning when stress among students occurs, and when knowledge and abilities are not properly developed. We use the term positive learning if motivation is high and active learning occurs. The PNL model proposes that (a) learning-related demands and resources contribute to learning engagement and burnout, (b) that learning engagement improves critical thinking, which (c) should enhance students’ abilities to detect fake news. Two studies demonstrate the validity of the learning engagement and burnout constructs, and learning-related demands and resources as possible antecedents. Also, criti…

2017

Children’s improved performance with age in analogy tasks has been explained by an increase in semantic knowledge of the items and the relations between them or by the development of an increased ability to inhibit irrelevant information. We tested the so-called "unbalanced attentional focus hypothesis" that claims that a failure to choose the "analogical" match can be the result of a difficulty to focus on all the relevant information available. Previous eye-tracking research has suggested, in analogies of the A:B::C:D format, that 5-6 year-olds organize their search around the C item. They focused significantly less than adults on the A:B pair, thereby hindering their discovering the rela…

Influence of computer feedback on attentional biases to emotional faces in children

2016

We examined which type of corrective feedback in a computerized task produces an optimal balance between performance and emotional reactions in children. To that end, we conducted an emotional dot-probe task. We employed three types of corrective feedback (negative, positive, or mixed) along with a control, non-feedback condition. We tested the effect of feedback on: (i) task performance; (ii) immediate emotional reactions in terms of attentional preferences toward emotional faces (happy, sad, and angry); and (iii) self-reported affective experience after the task. Results showed that children committed more errors in the non-feedback group than in the mixed and negative feedback groups. Fu…

How Long Did You Look At Me? The Influence of Gaze Direction on Perceived Duration and Temporal Sensitivity.

2016

Faces that exhibit emotionally negative expressions in mutual gaze have been shown to induce a dilation of perceived duration. The influence of gaze by itself on duration judgments, however, has rarely been investigated. We argue for a social interaction hypothesis, according to which humans should be highly accurate and precise (sensitive) when processing the temporal dynamics of mutual gaze. In three experiments, we investigated whether the direction of observed gaze affects perceived duration and temporal sensitivity. In Experiment 1, subjects did indeed estimate the duration of direct gaze more accurately as compared to the duration of averted gaze. In Experiments 2 and 3, subjects had…

Evolutionary ethics and adaptive atheism

2020

In Evolution Science and Ethics in the Third Millennium (2018), whose key arguments are summarized in the target article above, Cliquet and Avramov offer an exacting and extensive analysis of the e...

Spatial Perspective on Everyday Transitions Within a Toddler Group Care Setting

2017

This chapter builds on spatial approaches to study everyday life, and in particular to consider Henri Lefebvre’s (1901–1991) theory on the social production of space. Lefebvre’s ideas on the social production of space are based on a dynamic “spatial triad” of conceived (representations of space), perceived (socio-spatial practices), and lived space (representational space). The aim of this chapter is to discuss, by building on Lefebvre’s approach, the spatial dynamics involved within the small-scale (horizontal) transitions for children in toddler group care. The discussion is based on a study where one Finnish day care group for 1- to 3-year-olds was investigated by applying a spatial, rel…

Expert pianists’ practice perspectives: A production and listening study

2021

The purpose of this study was to investigate how professional pianists practice music for a concert, and whether their individual cognitive orientations in such practice processes can be identified accurately from the resulting performances. In Study I, four pianists, previously found to be skilled music memorizers, practiced and performed a short piece by André Jolivet over the course of two weeks, during which their practice strategies were studied using semi-structured interviews, and analyses of practice diaries, practice activities, and eye-movement data. The results indicate that the pianists used similar basic strategies but had different cognitive orientations, here called “practic…

Rhythm pattern discrimination by primary school students

2020

Ascertaining the most effective modes of presenting rhythmic information to students is extremely important in order to facilitate rhythm training. This study examines the effects of different bimodal presentations of rhythmic information on the discrimination of rhythm patterns by primary school students. A 2 × 2 factorial design was conducted with two variables – audiovisual and audio-textual – each using two levels (static and dynamic). Four experimental conditions were designed: (1) static audiovisual, (2) dynamic audiovisual, (3) static audio-textual and (4) dynamic audio-textual. Data were collected by administering a rhythmic discrimination test to intact classes in second grade ( N…

Eye-tracking revision processes of translation students and professional translators

2019

Great effort has been made to define and to measure revision competence in translation. However, combined eye tracking and keylogging have hardly been applied in revision research. We believe it is...

Mitigation and reinforcement in general knowledge expressions

2020

Abstract Speakers often mitigate by downgrading their own role in their utterances, depersonalizing the origin of their utterances and de-focalizing the deictic-personal point of reference (Briz, 1998; Caffi, 2007). Linguistically, this can be accomplished by means of impersonalization, generalization and referencing general knowledge. Interestingly, using expressions that suggest the objective, general or shared status of information can, in some cases, lead to argumentative reinforcement or boosting 1 (Cornillie, 2007a, b; Caffi, 1999; Briz, 2016). Our goal is to examine the relationship between the functions of mitigation and reinforcement in indirect evidential expressions of common kno…